GCSE Design and Technology
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2026
- Faint o waith digidol
- Uchel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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
Sgiliau sy'n defnyddio Datrys problemau a modelu
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Designing and modelling ideas in 2D and 3D CAD
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: Creu cynnwys digidol, Cyrchu, chwilio a chynllunio cynnwys digidol, Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils draw a 2D keyring or door sign in the department's CAD package using shapes, text and accurate dimensions.
- Blwyddyn 8
- Pupils model a simple 3D phone stand in CAD, then change one dimension and save both versions to compare stability.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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:”
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.
Cam cynnydd 5
Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.
Rwy'n gallu creu a dylunio modelau'n annibynnol, ac esbonio sut y maen nhw'n cynrychioli problemau yn y byd go iawn, e.e. dewis dull i gyfleu problem, megis siart lif neu daenlen, a'i ddefnyddio'n gywir.
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Planning and programming control systems with flowcharts and microcontrollers (Engineering Design)
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: Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils draw an input, process, output flowchart for a night light in PowerPoint before building the circuit.
- Blwyddyn 8
- Pupils program a model alarm in Scratch using a loop and an if statement, and match each block to their system diagram.
- Blwyddyn 9
- Pupils program a microcontroller, such as a micro:bit, to switch an LED from a light sensor using a subroutine, then debug it.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, 1.1.9, pages 16 and 17
“the use of sub routines or macros to control systems”
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 creu model syml neu algorithm annibynnol.
Rwy'n gallu nodi’r gwahanol rannau o algorithm er mwyn gweld beth yw eu dibenion.
Rwy'n gallu nodi patrymau sy’n ailadrodd mewn algorithm a defnyddio iteriadau i wneud yr algorithm yn fwy effeithlon.
Cam cynnydd 5
Rwy'n gallu datblygu datrysiadau rhesymegol er mwyn pennu prosesau rhaglen, ei mewnbynnau a’i hallbynnau, e.e. dilyn ffug-god neu siart lif i sicrhau canlyniad, datblygu dilyniant ysgrifenedig o'r camau y gellid eu dilyn.
Rwy'n gallu dangos manteision rhannu gwahanol rannau o broblem yn gydrannau (gan ddefnyddio swyddogaethau/gweithdrefnau).
Da gwybod
- Unit 1 is taken on screen, not on paper: "Digital examination: 1 hour 30 minutes" (Summary of assessment, page 4).
- Digital techniques in the design project are examples, not requirements. They sit in a "for example" list alongside hand methods such as "formal and informal 2D and 3D drawing" and "annotated sketches" (Unit 2, 2.1.4, page 34), so CAD, CAM and digital recording are not compulsory.
- AI is named as an acceptable design tool, "computer-based tools, for example, AI." (Unit 2, 2.1.4, page 35), but malpractice rules still apply: "Candidates must not take part in any unfair practice in the preparation of work for GCSE Design and Technology." (page 45).
- The specification does not state whether design project evidence is submitted digitally or on paper: "The Assessment Pack will include all detailed information relating to assessment." (page 43).
- Flowcharts, programming and microcontroller content is for one pathway only: "This area of study is relevant to learners that have chosen Engineering Design as their pathway." (Unit 1, 1.1(a), page 14).
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: WJEC GCSE Design and Technology specification, Approved by Qualifications Wales, teaching from 2026, for award from 2028 (© WJEC CBAC Ltd 2025).