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 Datrys problemau a modelu
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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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Systems, flowcharts and circuit modelling (Engineering Design)
Engineering Design learners know the systems approach of input, process and output, control systems that use input data from switches and a light dependent resistor, and output devices such as LEDs and motors. They identify and use block diagrams and flowcharts, and know CAD software, breadboards and PCBs as ways to model and test or simulate prototypes. This is tested in the Unit 1 pathway topic tests.
DCF: Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort cards for a night light into input, process and output and draw them as a block diagram.
- Blwyddyn 8
- Pupils draw a flowchart for a light-activated alarm with a decision box for the light sensor, then test it in a circuit simulator such as Tinkercad Circuits.
- Blwyddyn 9
- Pupils build the alarm on a breadboard from their flowchart, find and fix an error in the order of the flowchart, and compare the real circuit with the simulation.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Section 1.1.3, pages 14 and 15
“the following principles of a control system that use input data from digital and analogue components”
Cam cynnydd 3
Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.
Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.
Cam cynnydd 4
Rwy'n gallu nodi’r gwahanol rannau o algorithm er mwyn gweld beth yw eu dibenion.
Rwy'n gallu creu model syml neu algorithm annibynnol.
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Planning the steps of manufacture
Learners plan and manage each step of making their final prototype in Unit 2, selecting materials, components and equipment. The specification does not say the plan must be digital, but Appendix A maps Data and Computational Thinking and planning and organisation to Unit 2, so a sequenced plan or flowchart is a natural place for it.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils put photos of the steps for making a desk tidy in order as a PowerPoint flowchart and add one safety point to each step.
- Blwyddyn 8
- Pupils make a production plan in a Word table with step, tool, safety point and time allowed, then record how long each step really took.
- Blwyddyn 9
- Pupils draw a flowchart for making their own project, with decision boxes for quality checks, and update it when the order of steps changes.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.1.4, page 21; Appendix A, page 33
“plan and manage each step of the manufacturing process”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
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).