DCF Cymru Digital competence for Wales

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GCSE Design and Technology

Learners sit Unit 1 on screen and must know the advantages and disadvantages of CAD, CAM, AI and other emerging technologies, with Engineering Design learners also covering flowcharts and programmable microcontrollers. In the 40 hour design project, CAD, CAM machines, collated user data, presentations, audio and visual recordings and AI are all named as tools learners may use to research, design, model and make. The single biggest thing KS3 should build is confident, purposeful use of CAD and CAM, from a 2D drawing to a finished laser cut or 3D printed part, with pupils recording and justifying their decisions digitally.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2026
Amount of digital work
High
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Design and Technology in the 21st Century: Digital (on-screen) examination 1 hour 30 minutes, 30%, 80 marks
  • Unit 2: Design Project: Non-examination assessment, approximately 40 hours, 70%, 100 marks

The digital skills in this qualification

  1. Answering an on-screen examination with typed extended responses

    Assessed: In the exam

    Unit 1 is a digital examination with objective, short and extended answers, so learners must read, navigate and type structured answers on screen under timed conditions.

    DCF: Creating digital content

    Getting pupils ready

    Year 7
    Pupils finish each project with a short Microsoft Forms quiz on the materials they used, including one typed explanation of why a material was chosen.
    Year 8
    Pupils type a timed extended answer in Word comparing two joining methods, then use the spellchecker and reread to improve structure.
    Year 9
    Pupils sit an end-of-unit on-screen test in Microsoft Forms, with objective questions and a typed extended evaluation of an existing product, under timed conditions.
    Show the specification wording and the DCF statements

    Where it is in the specification: Summary of assessment, page 4; Unit 1 overview, page 9

    “Digital examination: 1 hour 30 minutes”
    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 use keyboard commands such as shortcuts.

    Progression step 4

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

    Progression step 5

    • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

  2. Designing and modelling ideas in 2D and 3D CAD

    Assessed: In the exam and in coursework (NEA)

    All learners must know the advantages and disadvantages of CAD, including augmented reality, virtual reality and AI, and Engineering Design learners must know CAD for designing and simulating function and performance. In the design project, computer-based tools and mathematical modelling are listed among the ways learners can communicate, record and develop ideas.

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

    Getting pupils ready

    Year 7
    Pupils draw a 2D keyring or door sign in the department's CAD package using shapes, text and accurate dimensions.
    Year 8
    Pupils model a simple 3D phone stand in CAD, then change one dimension and save both versions to compare stability.
    Year 9
    Pupils model their product in 3D CAD, render it for a client and test one design change, such as wall thickness, before making, noting why they chose it.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, 1.1.1, page 10; Unit 1, 1.1.13, page 20; Unit 2, 2.1.4, page 35

    “the advantages and disadvantages of computer aided design (CAD) including:”
    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.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can independently create and design models, and explain how they represent real-world problems, e.g. selecting and correctly using an appropriate method for illustrating a problem, such as a flowchart or spreadsheet.

  3. Preparing files for and using CAM (laser cutter, 3D printer, CNC, vinyl cutter)

    Assessed: In the exam and in coursework (NEA)

    Learners must know the advantages and disadvantages of CAD/CAM in production, and each pathway lists CAM machines such as laser cutters, CNC machines and 3D printers among the machinery learners select and use to make their prototype. Product Design finishes include engraving and vinyl stickers.

    DCF: Creating digital content, Storing and sharing

    Getting pupils ready

    Year 7
    Pupils save their CAD keyring with a sensible name, in the right class folder and file type, so it can be sent to the laser cutter.
    Year 8
    Pupils export a design in the correct file type for the laser cutter or 3D printer and compare the CAM part with one they cut by hand.
    Year 9
    Pupils prepare their own laser cut or 3D print file, check settings and file version, and evaluate time, cost and accuracy against hand manufacture.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, 1.1.13, page 20; Unit 1, 1.1.26, page 31; Unit 2, 2.1.9, page 36; Unit 2, 2.1.17 and 2.1.18, pages 40 and 41

    “the advantages and disadvantages of CAD/CAM in the production of a product and/or component”
    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 manage files and folders locally or online, e.g. move files to a folder.

    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 use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

  4. Creating digital designs for textile CAM (digital print, computerised embroidery, laser cutting)

    Assessed: In the exam and in coursework (NEA)

    Fashion and Textiles learners must select, describe and use decorative techniques including digital ink-jet transfer printing, computerised embroidery, laser cutting and engraving, and 3D printing, and know how CAD/CAM is used in the fashion industry.

    DCF: Creating digital content, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils photograph a natural object, then crop and recolour it in PowerPoint to make a motif for a printed bag.
    Year 8
    Pupils turn their own drawing into a digital repeat pattern and print it onto transfer paper for a cushion panel.
    Year 9
    Pupils prepare a computerised embroidery or laser cut file from their own artwork and explain how they took inspiration from a designer without copying.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, 1.1.19, page 24; Unit 1, 1.1.20 and 1.1.21, page 26; Unit 2, 2.1.13, page 38

    “Printing: silk screen, roller, block, marbling, digital ink-jet transfer (CAM)”
    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 understand that images can be edited digitally and can discuss rights and permissions associated with this.

    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 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.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can understand and reflect on the differences between taking inspiration from the creative work of others and appropriating that work without permission.

  5. Researching and collating user data to write a specification

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

    In the design project learners must conduct primary research such as a client interview and secondary research such as published demographic research, then collate the data and use it to inform measurable specification points.

    DCF: Data and information literacy, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils survey the class with a Microsoft Form about pencil case features and turn the results into one chart that shapes their design.
    Year 8
    Pupils record class hand-span measurements in Excel, calculate the average, maximum and minimum, and use them to size a handle.
    Year 9
    Pupils combine a client survey with anthropometric data found and referenced online to write measurable specification points.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, 2.1.2 and 2.1.3, page 34

    “use collated data to inform possible specification points for designing.”
    Progression step 3

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

    • 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.

    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.

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

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

    • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

  6. Communicating and justifying design development in a digital portfolio or presentation

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

    Learners must communicate, record and justify design ideas using suitable techniques, with presentations, working drawings and schedules listed, and must act on feedback from others or clients to suggest improvements.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a one-slide PowerPoint design page with photos of their sketches and labels explaining one design choice.
    Year 8
    Pupils build design development slides from a template, invite a peer comment in Teams and show the change they made.
    Year 9
    Pupils produce a multi-page digital design folder with scanned sketches, CAD renders and photos, justifying each decision and recording changes made after client feedback.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, 2.1.4, pages 34 and 35; Unit 2, 2.1.6, page 35

    “communicate, record and justify design ideas, applying suitable techniques appropriate to endorsed pathways,”
    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.

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

    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.

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

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

    • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

  7. Recording models, testing and client feedback with photo, audio and video

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

    Audio and visual recordings and models are named ways to communicate and record design ideas, and learners must gather client views, for example through an interview, and evaluate their prototype.

    DCF: Creating digital content, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils photograph each stage of making on an iPad and insert the three clearest photos into a making diary.
    Year 8
    Pupils video a short test of their product, such as a balancing toy, and trim the clip to show the key moment.
    Year 9
    Pupils record a short user interview with permission, trim it in Audacity, quote from it in their folder and store the file securely.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, 2.1.2, page 34; Unit 2, 2.1.4, page 35

    “audio and visual recordings”
    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 think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    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 understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

  8. Using AI and other computer-based design tools responsibly

    Assessed: In the exam and in coursework (NEA)

    Computer-based tools, with AI as the named example, are listed as a technique for developing ideas in the design project, and all learners must know the advantages and disadvantages of AI within CAD.

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

    Getting pupils ready

    Year 7
    Pupils compare their own product sketches with images from a web search and discuss where inspiration ends and copying begins.
    Year 8
    Pupils use a school-approved AI image tool to generate mood board images and clearly label which images are AI-made.
    Year 9
    Pupils test AI-generated design suggestions against their specification and record which they used, why, and how they acknowledged them.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, 2.1.4, page 35; Unit 1, 1.1.1, page 10

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

    Progression step 4

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

    • 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.

    Progression step 5

    • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

    • I can understand and reflect on the differences between taking inspiration from the creative work of others and appropriating that work without permission.

    • I can refer appropriately to sources of information used in my digital work.

  9. Planning and programming control systems with flowcharts and microcontrollers (Engineering Design)

    Assessed: In the exam

    Engineering Design learners must graphically communicate systems using block diagrams and flowcharts, and understand subroutines or macros and the benefits and limitations of programmable microcontrollers and PICs.

    DCF: Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils draw an input, process, output flowchart for a night light in PowerPoint before building the circuit.
    Year 8
    Pupils program a model alarm in Scratch using a loop and an if statement, and match each block to their system diagram.
    Year 9
    Pupils program a microcontroller, such as a micro:bit, to switch an LED from a light sensor using a subroutine, then debug it.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, 1.1.9, pages 16 and 17

    “the use of sub routines or macros to control systems”
    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 create a simple model or self-contained algorithm.

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

    • I can identify repeating patterns within an algorithm and use iteration to make the algorithm more efficient.

    Progression step 5

    • I can develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed.

    • I can demonstrate the benefits of compartmentalising sections of a problem (using functions/procedures).

  10. Evaluating the impact of emerging digital technologies (AI, IoT, 3D printing) on users, society and the environment

    Assessed: In the exam

    Learners must know how emerging technologies such as Bluetooth, Wi-Fi, the Internet of Things and AI enhance product development and connectivity, and weigh their advantages and disadvantages alongside sustainability and life-cycle issues.

    DCF: Health and well-being, Identity, image and reputation, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils list the benefits and drawbacks of a 3D printed product for users and the environment in a shared class table.
    Year 8
    Pupils investigate a smart product such as a fitness tracker and identify what data it shares by Bluetooth or Wi-Fi and who can see it.
    Year 9
    Pupils research an IoT or AI-enabled product and judge its design, personal data use and end-of-life disposal against the 6 Rs.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, 1.1.8, page 16 (Engineering Design); Unit 1, 1.1.25, page 30 (Product Design); Unit 1, 1.1.3, page 11

    “how emerging technologies help enhance product development, their connectivity and their function,”
    Progression step 3

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

    • I can identify the benefits and risks of mobile devices broadcasting the location of the user/device.

    Progression step 4

    • I can understand that I have a digital footprint and that this information can be searched, copied and passed on.

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

    Progression step 5

    • I can recognise the risks and the uses of data/services on personal devices, within the terms and conditions of a range of software and web services, and identify how organisations become data compliant when using multi-national products.

    • I can understand the legal responsibilities for disposal of technology and the environmental impact of doing so.

Good to know

Links with other qualifications

Flowcharts and microcontroller programming overlap with Computer Science and Digital Technology, class data handling overlaps with Mathematics, and digital textile imagery overlaps with Art and Design.

Source: WJEC GCSE Design and Technology specification, Approved by Qualifications Wales, teaching from 2026, for award from 2028 (© WJEC CBAC Ltd 2025).