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
Skills that use Creating digital content
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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: 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.
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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: 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.
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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: 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.
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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: 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.
Good to know
- 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.
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).