Foundation Design and Technology
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Foundation Design and Technology is a two year Entry Level and Level 1 course for learners aged 14 to 16, taken in one of three pathways: Engineering Design, Fashion and Textiles or Product Design. Its digital content is modest and mostly named as examples. Every pathway examines the advantages and disadvantages of CAD/CAM in the Unit 1 topic tests, which centres can run on screen, and Engineering Design adds systems, flowcharts and circuit modelling. In the Unit 2 design project, learners may use CAD, CAM, audio and visual recordings and computer-based tools such as AI to record and develop ideas, alongside hand drawing and modelling. The most useful thing KS3 can build is confident, purposeful use of simple CAD and CAM, with pupils recording their research, plans and decisions digitally.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level and Level 1
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Design and Technology in the 21st Century: Three topic tests of 20 minutes each (1 hour in total): a Core Knowledge and Understanding test on health and safety (16 marks) and two pathway tests on Materials and Components and on Tools, Techniques and Processes (12 marks each), 40 marks, 30%, set and marked by WJEC, digital or paper format within a four week window
- Unit 2: Design Project: Non-examination assessment, a sustained design and make task of approximately 40 hours based on a contextual challenge set by the centre, 60 marks, 70%, set and marked by the centre and moderated by WJEC
Sgiliau sy'n defnyddio Creu cynnwys digidol
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Taking topic tests on screen
Unit 1 is three 20 minute topic tests with multiple choice, objective and short answer questions, and centres can choose digital or paper formats, with separate on-screen entry codes. Learners sitting the on-screen version need to move through the test, select answers and type short responses under examination conditions.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils complete a short multiple choice quiz on workshop safety signs in Microsoft Forms, then check their score and look again at the questions they got wrong.
- Blwyddyn 8
- Pupils answer an on-screen quiz on materials that mixes multiple choice, drag and drop and one sentence typed answers, using keyboard shortcuts to correct mistakes.
- Blwyddyn 9
- Pupils sit a timed 20 minute on-screen practice topic test on tools and processes under test conditions, typing short answers that use the correct technical terms.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Summary of assessment, page 5; Section 3.2, page 25; Section 5.1, page 29
“will be available in both digital and paper formats”
Cam cynnydd 3
Rwy'n gallu defnyddio gorchmynion bysellfwrdd fel llwybrau byr.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
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Designing and recording ideas with CAD
In the Unit 2 design project learners communicate and record their ideas using techniques that can include computer aided design, alongside 2D and 3D drawing, annotated sketches and modelling. CAD is one example in the list, not a requirement, so learners may design by hand. Engineering Design learners also know CAD software as a method for modelling and testing prototypes in Unit 1.
DCF: Creu cynnwys digidol, Cyrchu, chwilio a chynllunio cynnwys digidol, Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils draw a name badge in 2D Design or a similar CAD package using shapes, text and set sizes in millimetres.
- Blwyddyn 8
- Pupils model a phone stand in Tinkercad, using exact dimensions and grouped shapes, and save two different versions of the idea.
- Blwyddyn 9
- Pupils develop a product idea from a hand sketch into a CAD model, change one feature after testing a card model, and export views of it to annotate in their design folder.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.1.3, page 21; Unit 1, Section 1.1.3, page 14
“communicate and record their ideas using appropriate techniques”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu creu model syml neu algorithm annibynnol.
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Making parts with CAM
Learners may use computer aided manufacturing processes in the Unit 2 design project as one way to develop and make their prototype. Product Design learners also need to know the laser cutter and 3D printing for plastics in Unit 1, and Fashion and Textiles learners need to identify computerised embroidery machines.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils send a teacher-checked keyring file to the laser cutter and see how cut and engrave lines are set by line colour.
- Blwyddyn 8
- Pupils 3D print a small part they modelled, or stitch a simple motif on the computerised embroidery machine, and note one problem with the result.
- Blwyddyn 9
- Pupils prepare their own CAM file for a project part, choosing the machine and settings, make a test piece and improve the file before the final cut, print or stitch.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Sections 2.1.3 and 2.1.4, page 21; Unit 1, Sections 1.1.5 and 1.1.7, pages 16 and 18
“computer aided manufacturing (CAM) processes”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
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Recording models and ideas with photographs, audio and video
Unit 2 lists audio and visual recordings among the ways learners may communicate and record their ideas, and the final design must be presented with details that support manufacturing. Photographs of models and tests, and short videos or voice notes explaining choices, help show iterative development, and performance evidence such as presentations is recorded by the teacher on observation records.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils photograph their card model on an iPad and add it to a slide with three labels.
- Blwyddyn 8
- Pupils record a one minute video explaining how they tested a model and what they will change, then trim it in Clipchamp.
- Blwyddyn 9
- Pupils make a short digital presentation of their final design with annotated photos of models, a CAD view and a table of sizes, and explain why they chose each piece of evidence.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.1.3, page 21; Section 3.3, page 26
“present their final design idea with details that support manufacturing”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
Da gwybod
- Centres choose how Unit 1 is sat: "Centres can select from digital and paper formats within a four-week assessment window." (Summary of assessment, page 5), with separate "Topic tests (On-screen)" and "Topic tests (Paper)" entry codes (Section 5.1, page 29).
- Digital tools in the project are examples, not requirements: learners "communicate and record their ideas using appropriate techniques, for example:" CAD, CAM, audio and visual recordings and AI, alongside hand drawing and modelling (Unit 2, Section 2.1.3, page 21).
- CAD/CAM knowledge is compulsory in every pathway: learners "describe the advantages and disadvantages of CAD/CAM in the production of a product and/or component." (Unit 1, pages 15, 16 and 18).
- Equipment named in the pathways includes the "laser cutter" and "3D printing" for Product Design (page 18) and "computerised embroidery machines" for Fashion and Textiles (page 16).
- AI is named as an example tool, "computer-based tools, for example, AI." (page 21), but the specification gives no separate AI rules. Work must be authenticated: "Authentication sheets must be signed by both the teacher and the learner." (Section 3.3, page 26).
- The specification does not say how Unit 2 evidence is submitted. It states "Written evidence must be annotated to show how it meets the marking criteria." and performance evidence such as presentations "must be documented using observation records" (Section 3.3, page 26).
- Appendix A (page 33) ticks Digital Competence Interacting and Collaborating and Data and Computational Thinking for Unit 2 only; Citizenship and Producing are not ticked for either unit.
Cysylltiadau â chymwysterau eraill
The specification says the qualification "provides a broad basis for progression onto GCSE Design and Technology" (page 8). The Foundation shares the GCSE's three pathways, its 40 hour design project and its knowledge of CAD and CAM, but asks learners only to describe the advantages and disadvantages of CAD/CAM and lists CAD, CAM and AI as optional examples. GCSE Design and Technology steps this up with an on-screen examination with typed extended answers, 2D and 3D CAD modelling and preparing files for CAM, programmable microcontrollers in Engineering Design, and the impact of emerging technologies.
Ffynhonnell: WJEC Entry Level/Level 1 Foundation Design and Technology specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).