DCF Cymru Digital competence for Wales

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Foundation Design and Technology

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.

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

The digital skills in this qualification

  1. Taking topic tests on screen

    Assessed: In the exam

    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: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

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

    Where it is in the specification: Summary of assessment, page 5; Section 3.2, page 25; Section 5.1, page 29

    “will be available in both digital and paper formats”
    Progression step 3

    • I can use keyboard commands such as shortcuts.

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

  2. Describing the advantages and disadvantages of CAD and CAM

    Assessed: In the exam

    In every pathway, learners describe the advantages and disadvantages of CAD/CAM in making a product or component, and this is tested in the Unit 1 pathway topic tests. Product Design learners also learn the laser cutter and 3D printing as industrial processes for plastics, and Fashion and Textiles learners identify computerised embroidery machines as specialist equipment.

    DCF: Health and well-being, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils cut the same simple shape by hand with a coping saw and on the laser cutter, then record in a table which was quicker, more accurate and less wasteful.
    Year 8
    Pupils compare a hand drawing and a CAD drawing of the same product and explain two advantages and one disadvantage of CAD, such as the cost of software or the training needed.
    Year 9
    Pupils watch a short film of CAM in a factory, such as computerised embroidery or CNC routing, and write a balanced answer on the advantages and disadvantages for the company, the workers and the product.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Sections 1.1.3, 1.1.5 and 1.1.7, pages 15, 16 and 18

    “describe the advantages and disadvantages of CAD/CAM in the production of a product and/or component”
    Progression step 3

    • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

    Progression step 4

    • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

  3. Designing and recording ideas with CAD

    Assessed: In the exam and in coursework (NEA)

    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: Creating digital content, Sourcing, searching and planning digital content, Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils draw a name badge in 2D Design or a similar CAD package using shapes, text and set sizes in millimetres.
    Year 8
    Pupils model a phone stand in Tinkercad, using exact dimensions and grouped shapes, and save two different versions of the idea.
    Year 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.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.1.3, page 21; Unit 1, Section 1.1.3, page 14

    “communicate and record their ideas using appropriate techniques”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can independently create and plan work before beginning a digital task.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can create a simple model or self-contained algorithm.

  4. Making parts with CAM

    Assessed: In the exam and in coursework (NEA)

    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: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils send a teacher-checked keyring file to the laser cutter and see how cut and engrave lines are set by line colour.
    Year 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.
    Year 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.
    Show the specification wording and the DCF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

  5. Systems, flowcharts and circuit modelling (Engineering Design)

    Assessed: In the exam

    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: Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils sort cards for a night light into input, process and output and draw them as a block diagram.
    Year 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.
    Year 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.
    Show the specification wording and the DCF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.

    • I can understand the importance of the order of statements within algorithms.

    Progression step 4

    • I can identify the different parts of an algorithm to determine their purpose.

    • I can create a simple model or self-contained algorithm.

  6. Planning the steps of manufacture

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

    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: Sourcing, searching and planning digital content, Problem-solving and modelling

    Getting pupils ready

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

    Where it is in the specification: Unit 2, Section 2.1.4, page 21; Appendix A, page 33

    “plan and manage each step of the manufacturing process”
    Progression step 3

    • I can independently create and plan work before beginning a digital task.

    • I can understand the importance of the order of statements within algorithms.

    Progression step 4

    • I can select and effectively use a variety of planning techniques.

  7. Researching existing products and designers

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

    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: Sourcing, searching and planning digital content, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils use keyword searches to find three existing lamps or bags and save the pictures and links on a OneNote page.
    Year 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.
    Year 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.
    Show the specification wording and the DCF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

  8. Gathering user views to write a specification

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

    Learners identify potential user groups and the needs, wants and values of their intended users, then write specifications derived from their own research, including sizes of key features. A short online survey or a table of findings is one way to gather and sort this information, and Appendix A maps Data and Computational Thinking to Unit 2.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils ask classmates three questions about their ideal pencil case and record the answers in a table in Word.
    Year 8
    Pupils build a short Microsoft Forms survey about a product for young children, share it with another class and turn the answers into a chart.
    Year 9
    Pupils design a survey for their own target users, group the responses in a spreadsheet and use the most common answers to write three measurable specification points.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.1.1 and 2.1.2, page 20; Appendix A, page 33

    “write specifications that are derived from their own research”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    Progression step 4

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

    • I can perform analysis on simple data sets including grouping data as appropriate.

  9. Recording models and ideas with photographs, audio and video

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

    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: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils photograph their card model on an iPad and add it to a slide with three labels.
    Year 8
    Pupils record a one minute video explaining how they tested a model and what they will change, then trim it in Clipchamp.
    Year 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.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.1.3, page 21; Section 3.3, page 26

    “present their final design idea with details that support manufacturing”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can explain reasons for layout and content of my own work and the work of others.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

  10. Using AI and computer-based design tools responsibly

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

    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: Digital rights, licensing and ownership

    Getting pupils ready

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

    Where it is in the specification: Unit 2, Section 2.1.3, page 21; Section 3.3, page 26

    “computer-based tools, for example, AI.”
    Progression step 3

    • I can understand that copying the work of others and presenting it as my own is plagiarism.

    • I can understand that images can be edited digitally and can discuss rights and permissions associated with this.

    Progression step 4

    • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

    • I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.

  11. Sharing designs and feedback with others online

    Assessed: Taught, but not assessed

    The specification lists collaborating with others to understand how feedback strengthens design thinking as a learning experience, which is not directly assessed. Appendix A maps Interacting and Collaborating to Unit 2, but group work in the assessment is permitted only where specified and teachers must not give feedback on the evidence being produced.

    DCF: Collaboration, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils post a photo of their design idea in a class Teams channel and add one helpful comment to a partner's post.
    Year 8
    Pupils share a design slide with a partner in PowerPoint online, use comments to suggest one improvement each, and reply to the comments they receive.
    Year 9
    Pupils review each other's design ideas against the user's needs on a shared OneNote page, then each make and record one change based on the feedback.
    Show the specification wording and the DCF statements

    Where it is in the specification: Opportunities for integration of learning experiences, page 23; Appendix A, page 33; Section 3.3, page 26

    “collaborate with others to understand the role that feedback can play”
    Progression step 3

    • I can work with others to create an online collaborative project for a specific purpose, sharing and appropriately setting permissions for other group members, e.g. editing, commenting, viewing.

    • I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

    Progression step 4

    • I can independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g. making use of online technology to share and present ideas to others.

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

Good to know

Links with other qualifications

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.

Source: 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).