LNF Cymru Literacy and numeracy for Wales

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VCSE Engineering

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.

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

The literacy and numeracy skills in this qualification

  1. Reading engineering drawings and technical information

    Assessed: In the exam and in coursework (NEA)

    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.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

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

    Where it is in the specification: 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”
    Progression step 3

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

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

    Progression step 4

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

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

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

    • 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.

  2. Using technical engineering vocabulary precisely

    Assessed: In the exam and in coursework (NEA)

    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.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 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.
    Year 8
    Pupils write their own definitions of hardness, toughness, ductility and malleability, each with an example material from a test they have watched.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    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.

  3. Writing an operations plan and risk assessment

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

    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.

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

    Getting pupils ready

    Year 7
    Pupils write numbered instructions for safely marking out and cutting a piece of acrylic, using command verbs and sequence words.
    Year 8
    Pupils write a risk assessment table for the pillar drill, describing each hazard, risk and control measure in a clear full sentence.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.2.1 and 2.2.3, pages 20 and 21

    “plan the engineering operations, including:”
    Progression step 3

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

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

    Progression step 4

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

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    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.

  4. Evaluating quality and suggesting improvements in writing

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

    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.

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

    Getting pupils ready

    Year 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.
    Year 8
    Pupils write a paragraph evaluating their part using measurements as evidence and connectives such as because, however and as a result.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

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

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

    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.

  5. Reporting faults and safety issues clearly

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

    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.

    Literacy: Clarity and vocabulary, Purpose

    Getting pupils ready

    Year 7
    At the end of a practical lesson pupils tell the technician about any blunt or damaged tool, using its correct name and saying what is wrong.
    Year 8
    Pupils give a 30 second safety briefing on the pillar drill to a small group, naming the guard, the emergency stop and the PPE needed.
    Year 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.
    Show the specification wording and the LNF statements

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

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

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

    • 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.

    Progression step 5

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

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

  6. Reading a case study and weighing the benefits and challenges of an engineering project

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

    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.

    Literacy: Understanding, response and analysis, Planning and organising for different purposes, audiences and context

    Getting pupils ready

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

    Where it is in the specification: Unit 1, Section 1.1.3, page 14; Section 3.2, page 37

    “potential challenges of an initiative/project/operation”
    Progression step 3

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    • I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.

    Progression step 4

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

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

    Progression step 5

    • I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views.

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

  7. Measuring accurately and working to tolerances

    Assessed: In the exam and in coursework (NEA)

    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.

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

    Getting pupils ready

    Year 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.
    Year 8
    Pupils measure the same rod with vernier callipers and digital callipers, record each reading to two decimal places and explain any difference.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    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 choose the appropriate degree of accuracy to present answers.

    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.

  8. Finding missing dimensions and angles on engineering drawings

    Assessed: In the exam and in coursework (NEA)

    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.

    Numeracy: Angle, Calculation, Shape and space, Strategic competence, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils work out the missing lengths on a dimensioned drawing of an L-shaped plate by adding and subtracting the given sizes.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can use angle as a measure of rotation.

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

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

    Progression step 4

    • I can measure and draw angles.

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

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

    Progression step 5

    • I can measure and draw angles.

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

    • I can verify and prove results and solutions.

  9. Converting units, including imperial to metric and angles

    Assessed: In the exam and in coursework (NEA)

    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.

    Numeracy: Measurement, Relationships within the number system, Communicating with symbols, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils convert the sizes on a project drawing between millimetres, centimetres and metres and check each one with a steel rule.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

    • I can use the language of imperial units in daily use, e.g. miles, pints.

    • I can use and interpret different representations of fractions, e.g. mixed numbers and improper fractions.

    Progression step 4

    • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

    • I can use rough metric equivalents of imperial units in daily use.

    • I can convert temperatures between appropriate temperature scales.

    Progression step 5

    • I can understand and use a variety of compound measures.

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

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

  10. Calculating area, volume and material waste

    Assessed: In the exam

    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.

    Numeracy: Shape and space, Strategic competence, Conceptual understanding

    Getting pupils ready

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

    Where it is in the specification: Unit 3, Section 3.4.2, page 35

    “calculation of waste materials”
    Progression step 3

    • I can measure and calculate perimeter.

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

    • I can find volumes by counting and other practical methods.

    Progression step 4

    • I can find circumferences of circles using my understanding of π (Pi).

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

    • I can apply the formulae for the volume of simple prisms.

    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 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.

  11. Calculating spindle speed, surface speed and feed rate

    Assessed: In the exam and in coursework (NEA)

    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.

    Numeracy: Calculation, Strategic competence, Communicating with symbols, Measurement, Fluency

    Getting pupils ready

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

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

    • I can multiply 2- and 3-digit numbers by a 2-digit number.

    • I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.

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

    Progression step 4

    • I can represent and use compound measures, using standard units.

    • I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.

    • I can use the order of operations including brackets and powers.

    Progression step 5

    • I can understand and use a variety of compound measures.

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

    • I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.

  12. Using and rearranging Ohm's law

    Assessed: In the exam

    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.

    Numeracy: Communicating with symbols, Strategic competence, Measurement, Calculation

    Getting pupils ready

    Year 7
    Pupils build a simple circuit and use a multimeter to read the voltage and current, writing each value with the correct unit.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can communicate my answers using correct mathematical form.

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

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

    Progression step 4

    • I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.

    • I can use the order of operations including brackets and powers.

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

    Progression step 5

    • I can communicate my answers using correct mathematical form.

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

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

  13. Interpreting data on engineering in the Welsh economy

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

    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.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 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.
    Year 8
    Pupils describe the trend in a line graph of manufacturing jobs in Wales over several years, quoting the highest and lowest figures.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.1, page 13; Appendix A, page 46

    “its contribution to the Welsh economy, such as:”
    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 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.

Good to know

Links with other qualifications

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.

Source: WJEC Level 1/Level 2 VCSE Engineering specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).