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
Step before
Foundation Engineering, Entry Level and Level 1
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

Skills that use Communicating with symbols

  1. 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.

  2. 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.

  3. 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.

  4. 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.

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).