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 Problem-solving and modelling
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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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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: 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.
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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: 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.
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).