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
Skills that use Storing and sharing
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Preparing files for and using CAM (laser cutter, 3D printer, CNC, vinyl cutter)
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.
Good to know
- 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).
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).