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 Hawliau digidol, trwyddedu a pherchenogaeth
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Researching existing products and designers
Learners explore and investigate existing products and the work of design professionals, identify user groups and their needs, and analyse an existing product relevant to their own project in Unit 2. The specification does not say this research must be online, but searching for products and designers and noting where information came from is the usual way to do it.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils use keyword searches to find three existing lamps or bags and save the pictures and links on a OneNote page.
- Blwyddyn 8
- Pupils research one designer, such as Mary Quant or Charles and Ray Eames, and list the websites they used with a note on whether each one seems reliable.
- Blwyddyn 9
- Pupils find and compare maker information and reviews for two existing products like their project, reference each source and pick out features to use in their own design.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.1.1, page 20; Unit 2, Section 2.1.3, page 21
“explore and investigate existing products and/or the work of other design professionals”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Using AI and computer-based design tools responsibly
Computer-based tools, including AI, are named as one way to communicate and record ideas in Unit 2. Work must be the learner's own, since authentication sheets are signed by both teacher and learner and individual contributions must be identifiable, so learners need to use such tools openly and say where they used them.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils discuss why copying a design from the internet and calling it their own is plagiarism, then label the source of any image they use.
- Blwyddyn 8
- Pupils use an AI image tool to generate mood board ideas for a product, label every AI image clearly and write which ideas are their own.
- Blwyddyn 9
- Pupils ask an AI tool to suggest improvements to a design, record the prompt and the response, decide which suggestions to accept and explain why in a note kept with their work.
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
“computer-based tools, for example, AI.”
Cam cynnydd 3
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Rwy'n gallu deall y gellir golygu delweddau'n ddigidol ac yn gallu trafod yr hawliau a'r caniatadau sydd ynghlwm wrth hyn.
Cam cynnydd 4
Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.
Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.
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).