VCSE Engineering
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
VCSE Engineering asks learners to read engineering drawings and technical sources closely, use precise technical vocabulary, write an operations plan and risk assessment, report faults and evaluate the quality of their own work, while the Unit 1 tasks ask them to read a case study and weigh the benefits and challenges of an engineering project in Wales. Numeracy runs through every unit: measuring to tolerances with callipers and micrometers, finding missing dimensions and angles on drawings, converting units, and calculating area, volume, waste, feeds and speeds and Ohm's law, much of it tested in the one hour Unit 3 written test. The single biggest thing KS3 should build is accurate measuring in millimetres against a stated tolerance, together with the confidence to use a formula such as spindle speed or Ohm's law with the right units.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Uchel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Engineering Sector: Non-examination assessment 8 hours, 20%, 40 marks, set and marked by WJEC, available via Portal
- Unit 2: Applying Engineering Processes: Non-examination assessment 26 hours, 60%, 145 marks, set by WJEC, marked by the centre and moderated by WJEC
- Unit 3: Engineering Principles: Written test 1 hour, 20%, 60 marks, set and marked by WJEC, paper format only
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Reading engineering drawings and technical information
Learners extract and interpret engineering drawings, including title blocks, sectional and exploded views, symbols, key features and line types, and use technical information from drawings and other sources to plan and make components. The Unit 2 briefs include engineering drawings and sources, and Unit 3 examines drawing conventions.
Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a simple dimensioned drawing of a keyring and find the material, scale and three dimensions, highlighting where each one is shown on the title block or drawing.
- Blwyddyn 8
- Pupils read a third angle drawing of a small bracket alongside a one page making sheet and answer questions on hole sizes, finish and what each line type means.
- Blwyddyn 9
- Pupils read an unseen engineering drawing with a supplier data sheet to find a tapping drill size, a surface finish and a tolerance, and point out one missing or wrong piece of information.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Sections 2.1.1 and 2.1.3, pages 18 and 19; Unit 3, Section 3.2.1, page 32; Section 3.2, page 38
“Learners should be able to use technical information from”
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 defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Cam cynnydd 4
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.
Rwy'n gallu darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.
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 yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.
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.
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Using technical engineering vocabulary precisely
The content is dense with technical terms, from countersink, counterbore and reaming to PUWER, COSHH, ductility, malleability and thermosetting polymers. Learners must know definitions and use them in Unit 3 answers and in their Unit 2 plans, risk assessments and evaluations.
Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils label photos of workshop tools such as a scriber, centre punch, engineers square and file, and learn the spellings in a weekly word check.
- Blwyddyn 8
- Pupils write their own definitions of hardness, toughness, ductility and malleability, each with an example material from a test they have watched.
- Blwyddyn 9
- Pupils annotate a photo of a turned or milled part using chamfer, countersink, counterbore, thread and knurling correctly, and explain the difference between two pairs of terms that are often confused.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.3.1, page 34; Unit 3, Section 3.1.4, page 30; Unit 2, Section 2.1.1, page 18
“Learners should understand the importance and definitions”
Cam cynnydd 3
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Rwy'n gallu defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.
Cam cynnydd 4
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Rwy'n gallu defnyddio amrywiaeth o strategaethau ac adnoddau i sillafu geirfa gyfarwydd ac anghyfarwydd a geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth yn gywir.
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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Writing an operations plan and risk assessment
Learners write a plan of their engineering operations that details technical information, time frames, priorities and the sequence of processes, and a risk assessment that sets out risks, control measures and revised risk levels. Both are clear procedural writing that the learner then has to follow safely in Unit 2.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write numbered instructions for safely marking out and cutting a piece of acrylic, using command verbs and sequence words.
- Blwyddyn 8
- Pupils write a risk assessment table for the pillar drill, describing each hazard, risk and control measure in a clear full sentence.
- Blwyddyn 9
- Pupils write a full operations plan for a small project with technical detail, timings and quality checks, then redraft it after a partner tries to follow it and marks anything unclear.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Sections 2.2.1 and 2.2.3, pages 20 and 21
“plan the engineering operations, including:”
Cam cynnydd 3
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
Cam cynnydd 4
Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
Rwy'n gallu 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.
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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Evaluating quality and suggesting improvements in writing
Learners evaluate the quality of their components against drawing tolerances, judge how well their chosen processes worked and whether they finished in the planned time, and suggest realistic improvements. This evaluation sits in the Unit 2 tasks, where AO3, interpreting and evaluating, carries 10% of the qualification.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three sentences about their finished project: one thing that went well, one that did not, and what they would do differently next time.
- Blwyddyn 8
- Pupils write a paragraph evaluating their part using measurements as evidence and connectives such as because, however and as a result.
- Blwyddyn 9
- Pupils write a structured evaluation with sections on accuracy, finish, process choice and time, ending with two realistic improvements that each name a process, tool or material.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Sections 2.4.2 and 2.4.3, page 26; Section 3.1, page 37
“how to suggest realistic improvements that would benefit”
Cam cynnydd 3
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.
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.
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Reporting faults and safety issues clearly
During shut-down learners inspect tools, machines and PPE for wear or damage and must report any issues appropriately. Appendix A maps speaking to planning, risk assessment, machining and evaluation in Unit 2, and performance evidence is recorded on observation records.
Llythrennedd: Eglurder a geirfa, Diben
Paratoi disgyblion
- Blwyddyn 7
- At the end of a practical lesson pupils tell the technician about any blunt or damaged tool, using its correct name and saying what is wrong.
- Blwyddyn 8
- Pupils give a 30 second safety briefing on the pillar drill to a small group, naming the guard, the emergency stop and the PPE needed.
- Blwyddyn 9
- In a practice shut-down check pupils inspect a machine and its tools, then report a planted fault aloud and on a fault log, stating where it is, what is wrong and what action they took.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.4.1, page 26; Section 3.3, page 40; Appendix A, page 45
“Learners should be able to report any issues appropriately.”
Cam cynnydd 3
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
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 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.
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.
Cam cynnydd 5
Rwy'n gallu cyflwyno syniadau a materion er mwyn bodloni gofynion gwahanol gynulleidfaoedd.
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 weighing the benefits and challenges of an engineering project
Unit 1 tasks are based on a sector and a case study chosen by WJEC, and learners must understand the potential benefits and challenges of an engineering initiative, project or operation in Wales. They read and research, then write about factors such as economic value, environmental impact, budget and stakeholder conflict.
Llythrennedd: Deall, ymateb a dadansoddi, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short news article about a local engineering project, such as a new bridge or wind farm, and list two benefits and two challenges in their own words.
- Blwyddyn 8
- Pupils read two short texts about a proposed factory in their area, one from the company and one from local residents, and write a paragraph on benefits and a paragraph on challenges.
- Blwyddyn 9
- Pupils work through a short case study pack on an engineering project in Wales and write a balanced answer judging whether the benefits outweigh the challenges, quoting evidence from the pack.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.1.3, page 14; Section 3.2, page 37
“potential challenges of an initiative/project/operation”
Cam cynnydd 3
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 ysgrifennu cyflwyniad effeithiol sy'n nodi'r cyd-destun a'r diben, gan gynnwys cydbwysedd addas rhwng ffeithiau a safbwyntiau, a chasgliad penodol.
Cam cynnydd 4
Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Cam cynnydd 5
Rwy'n gallu cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth eang a chytbwys o ffynonellau a allai gynnwys safbwyntiau croes.
Rwy'n gallu cyfleu safbwynt gwrthrychol a diduedd ar bynciau cymhleth, gan ddefnyddio ystod o ddyfeisiau ieithyddol.
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Measuring accurately and working to tolerances
Learners measure and mark out with steel rules, vernier, dial and digital callipers and micrometers, identify the tolerances a component needs, and evaluate the accuracy of their dimensions against the drawing. Unit 3 examines the purpose of gauging and measuring tools and why each suits an operation.
Rhifedd: Mesur, Y system rif, Cymhwysedd strategol, Cyfathrebu â symbolau
Paratoi disgyblion
- Blwyddyn 7
- Pupils mark out a 60 mm by 40 mm plate with a steel rule and engineers square, then check that every side is within 1 mm of the drawing.
- Blwyddyn 8
- Pupils measure the same rod with vernier callipers and digital callipers, record each reading to two decimal places and explain any difference.
- Blwyddyn 9
- Pupils measure five features of a finished part with digital callipers or a micrometer, work out the upper and lower limits from a tolerance such as 25 mm plus or minus 0.1 mm, and decide which features pass.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Sections 2.2.1 and 2.2.2, page 20; Unit 2, Section 2.4.2, page 26; Unit 3, Section 3.1.1, page 29
“Learners understand the quality of the engineering outcomes against tolerances stated in the engineering drawings”
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 dewis y radd briodol o gywirdeb i gyflwyno atebion.
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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Finding missing dimensions and angles on engineering drawings
Learners apply numeracy to calculate missing or incorrect dimensions on drawings and calculate angles and sizes in Unit 2. In Unit 3 they construct third angle projections with a 45 degree line and isometric drawings with 30 degree lines, and dimension drawings to BS 8888.
Rhifedd: Ongl, Cyfrifiad, Siâp a gofod, Cymhwysedd strategol, Rhesymu rhesymegol
Paratoi disgyblion
- Blwyddyn 7
- Pupils work out the missing lengths on a dimensioned drawing of an L-shaped plate by adding and subtracting the given sizes.
- Blwyddyn 8
- Pupils draw a simple block in isometric using 30 degree lines measured with a protractor, then draw its front, side and plan views to scale.
- Blwyddyn 9
- Pupils check a drawing with deliberate mistakes, calculate the missing or wrong dimensions and the angle of a 45 degree chamfer, and correct them in a different colour.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Sections 2.1.1 and 2.1.3, page 19; Unit 3, Sections 3.2.2 to 3.2.4, pages 32 and 33
“applying numeracy skills to calculate or determine missing or incorrect dimensions where required”
Cam cynnydd 3
Rwy'n gallu defnyddio ongl fel mesur cylchdro.
Rwy'n gallu adio a thynnu rhifau gan ddefnyddio rhifau cyfan a degolion.
Rwy'n gallu defnyddio iaith fathemategol i ddisgrifio siapiau dau ddimensiwn a thri dimensiwn yn gywir.
Cam cynnydd 4
Rwy'n gallu mesur a lluniadu onglau.
Rwy'n gallu cymhwyso dealltwriaeth o gyfeiriannau a graddfa i ddehongli mapiau a chynlluniau, ac i greu cynlluniau a lluniadau wrth raddfa.
Rwy'n gallu defnyddio dulliau ysgrifenedig effeithlon i adio a thynnu rhifau a degolion o unrhyw faint, gan gynnwys cymysgedd o rifau mawr a bach â niferoedd gwahanol o leoedd degol.
Cam cynnydd 5
Rwy'n gallu mesur a lluniadu onglau.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Rwy'n gallu dilysu a phrofi canlyniadau a datrysiadau.
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Converting units, including imperial to metric and angles
Learners convert units of time, distance, temperature, angles in degrees, minutes and seconds, and electrical units, and convert imperial to metric, decimals to fractions and angle degrees to decimals. Imperial to metric conversion is also named in the Unit 2 technical information.
Rhifedd: Mesur, Perthnasoedd yn y system rif, Cyfathrebu â symbolau, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils convert the sizes on a project drawing between millimetres, centimetres and metres and check each one with a steel rule.
- Blwyddyn 8
- Pupils convert drill sizes given in fractions of an inch, such as a quarter inch, into millimetres using 25.4 mm to the inch and find the nearest metric drill.
- Blwyddyn 9
- Pupils convert angles in degrees and minutes into decimal degrees for setting a vice or protractor, and convert soldering and brazing temperatures between Fahrenheit and Celsius.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.4.1, page 35; Unit 2, Section 2.1.3, page 19
“Learners should be able to convert SI units of measurement”
Cam cynnydd 3
Rwy'n gallu trosi unedau metrig o hyd i unedau llai, e.e. cm i mm, m i cm, km i m.
Rwy'n gallu defnyddio iaith unedau imperial a ddefnyddir bob dydd, e.e. milltiroedd, peintiau.
Rwy'n gallu defnyddio a dehongli cynrychioliadau gwahanol o ffracsiynau, e.e. rhifau cymysg a ffracsiynau pendrwm.
Cam cynnydd 4
Rwy'n gallu defnyddio'r unedau mesur cyffredin, trosi rhwng unedau cysylltiedig y system fetrig a chwblhau cyfrifiadau.
Rwy'n gallu defnyddio cywerthoedd metrig bras o unedau imperial a ddefnyddir bob dydd.
Rwy'n gallu trosi tymereddau rhwng graddfeydd tymheredd priodol.
Cam cynnydd 5
Rwy'n gallu deall a defnyddio amrywiaeth o fesurau cyfansawdd.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
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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Calculating area, volume and material waste
Learners calculate the surface area and volume of quadrilaterals, triangles, circles and compound shapes in engineering scenarios, including quantities of material, waste and maximising material use through tessellation. This is examined in the Unit 3 written test.
Rhifedd: Siâp a gofod, Cymhwysedd strategol, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use the area of rectangles to work out how many 50 mm by 30 mm keyring blanks can be cut from a 300 mm by 200 mm sheet of acrylic.
- Blwyddyn 8
- Pupils tessellate their design shapes on a sheet to get the most parts from it and calculate the percentage of the sheet that is wasted.
- Blwyddyn 9
- Pupils calculate the volume of a turned aluminium part made from a cylinder with a hole through it, and the volume of metal removed as waste from the starting bar.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.4.2, page 35
“calculation of waste materials”
Cam cynnydd 3
Rwy'n gallu mesur a chyfrifo perimedr.
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 dod o hyd i gyfeintiau drwy gyfrif a dulliau ymarferol eraill.
Cam cynnydd 4
Rwy'n gallu dod o hyd i gylchedd cylchoedd gan ddefnyddio'r hyn rwy'n ei wybod am π (Pi).
Rwy'n gallu cyfrifo arwynebedd siapiau dau ddimensiwn syml a chyfansawdd, gan gynnwys cylchoedd.
Rwy'n gallu cymhwyso'r fformiwlâu ar gyfer cyfaint prismau syml.
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 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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Calculating spindle speed, surface speed and feed rate
Learners calculate metric feeds and speeds for machine tool operations, including spindle speed in revolutions per minute, surface speed in metres per minute and feed rates in millimetres per minute and per revolution. They calculate them in the Unit 3 test and set them correctly on machines in Unit 2.
Rhifedd: Cyfrifiad, Cymhwysedd strategol, Cyfathrebu â symbolau, Mesur, Rhuglder
Paratoi disgyblion
- Blwyddyn 7
- Pupils measure how far a wheel travels in one turn and in ten turns and use multiplication to predict the distance for fifty turns.
- Blwyddyn 8
- Pupils calculate the circumference of bars of different diameters and the distance a point on the surface travels in a minute at a given number of revolutions, giving the answer in metres per minute.
- Blwyddyn 9
- Pupils use the spindle speed formula with a table of cutting speeds for aluminium and mild steel to work out the speed for turning two bar diameters, then pick the nearest speed on the lathe and explain the choice.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.4.3, page 35; Unit 2, Section 2.1.3, page 19; Unit 2, Section 2.3.6, pages 24 and 25
“Learners should be able to calculate metric feeds and speeds for specific machine tool operations.”
Cam cynnydd 3
Rwy'n gallu lluosi rhifau 2- a 3-digid â rhif 2-ddigid.
Rwy'n gallu dewis strategaeth briodol ymenyddol neu un ysgrifenedig ac rwy'n gwybod pryd mae'n briodol defnyddio cyfrifiannell.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol.
Cam cynnydd 4
Rwy'n gallu cynrychioli a defnyddio mesurau cyfansawdd, gan ddefnyddio unedau safonol.
Rwy'n gallu dangos dealltwriaeth o'r berthynas rhwng fformiwla sy'n cynrychioli mesuriad a'r unedau a ddefnyddir.
Rwy'n gallu defnyddio trefn gweithrediadau gan gynnwys cromfachau a phwerau.
Cam cynnydd 5
Rwy'n gallu deall a defnyddio amrywiaeth o fesurau cyfansawdd.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
Rwy'n gallu defnyddio cyfrifiannell wyddonol yn effeithiol ac yn effeithlon i gwblhau cyfrifiadau gan ddefnyddio'r amrywiaeth o fysellau swyddogaeth sydd ar gael.
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Using and rearranging Ohm's law
Learners use and rearrange Ohm's law to calculate current, resistance and voltage in engineering scenarios, and must know electrical units such as amperes, volts and resistance. Multimeters and continuity testers are among the measuring instruments in Unit 3.
Rhifedd: Cyfathrebu â symbolau, Cymhwysedd strategol, Mesur, Cyfrifiad
Paratoi disgyblion
- Blwyddyn 7
- Pupils build a simple circuit and use a multimeter to read the voltage and current, writing each value with the correct unit.
- Blwyddyn 8
- Pupils use voltage equals current times resistance to find the voltage across a resistor in a torch circuit, then check it with a multimeter.
- Blwyddyn 9
- Pupils rearrange Ohm's law to choose a resistor for an LED circuit from the supply voltage and current, then measure the circuit and explain any difference from their calculation.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.4.4, page 36; Unit 3, Sections 3.1.1 and 3.4.1, pages 29 and 35
“Learners should be able to use and rearrange Ohm’s Law to”
Cam cynnydd 3
Rwy'n gallu cyfleu fy atebion gan ddefnyddio ffurf fathemategol gywir.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol.
Rwy'n gallu adnabod, modelu a chymhwyso'r strwythurau a syniadau mathemategol wrth wraidd problemau, er mwyn eu fformiwleiddio a'u datrys.
Cam cynnydd 4
Rwy'n gallu dangos dealltwriaeth o'r berthynas rhwng fformiwla sy'n cynrychioli mesuriad a'r unedau a ddefnyddir.
Rwy'n gallu defnyddio trefn gweithrediadau gan gynnwys cromfachau a phwerau.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
Cam cynnydd 5
Rwy'n gallu cyfleu fy atebion gan ddefnyddio ffurf fathemategol gywir.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
Rwy'n gallu adnabod, modelu a chymhwyso'r strwythurau a syniadau mathemategol wrth wraidd problemau, er mwyn eu fformiwleiddio a'u datrys.
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Interpreting data on engineering in the Welsh economy
Unit 1 covers engineering's contribution to the Welsh economy through jobs, investment, supply chains and exports, plus key employers and recent trends. Appendix A maps the statistics strand to all of Unit 1, so learners need to read and use figures and charts about the sector in the Unit 1 tasks.
Rhifedd: Dehongli data
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a bar chart of jobs by industry in their local authority, taken from StatsWales, and find how many people work in manufacturing.
- Blwyddyn 8
- Pupils describe the trend in a line graph of manufacturing jobs in Wales over several years, quoting the highest and lowest figures.
- Blwyddyn 9
- Pupils compare a chart from StatsWales with a claim in a news article about an engineering sector in Wales, decide whether the data supports the claim and note one limitation of the data.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.1.1, page 13; Appendix A, page 46
“its contribution to the Welsh economy, such as:”
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 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.
Da gwybod
- Numeracy is named in the content itself: learners use "applying numeracy skills to calculate or determine missing or incorrect dimensions where required" (Unit 2, Section 2.1.1, page 19), and Unit 3 lists "GCSE Mathematics and Numeracy" as a linked qualification (page 28).
- No marks for spelling, punctuation and grammar are mentioned. All marks sit under AO1 to AO4 (Section 3.1, page 37), and "The Assessment Pack will include all detailed information relating to assessment." (page 37).
- Calculator use is not stated, although Unit 3 includes feeds and speeds and Ohm's law calculations and "Unit 3 is a written test, available in paper format only." (page 5). Check the Assessment Pack.
- NEA writing may be handwritten: evidence "must be submitted digitally, either as scanned handwritten responses or completed digitally." (page 38).
- Spoken and practical work is evidenced by the teacher: "performance evidence (for example, presentations) must be documented using observation records" (Section 3.3, page 40).
- Appendix A (pages 45 to 47) maps literacy to all three units but the numeracy statistics strand to Unit 1 only, and it lists section "3.4.5" (page 47), which does not exist in the content.
Cysylltiadau â chymwysterau eraill
Measuring to tolerances, unit conversions, area and volume and Ohm's law overlap with Mathematics and Numeracy, The Sciences and GCSE Design and Technology. Reading drawings, risk assessments and sector case studies in Wales are shared with VCSE Built Environment.
Ffynhonnell: WJEC Level 1/Level 2 VCSE Engineering specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).