LNF Cymru Literacy and numeracy for Wales

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GCSE Design and Technology

Learners type short and extended answers in an on-screen examination. In a 40 hour design project worth 70% they write a design brief and specification, annotate and justify ideas, and evaluate their prototype using feedback from users. Numeracy is practical and constant: accurate measuring and marking out within tolerances in every pathway, costing and material estimates in Fashion and Textiles, and formula-based mechanical and electronic calculations in Engineering Design. The single biggest thing Key Stage 3 should build is precise measuring in millimetres against a stated tolerance, followed by a written evaluation that uses test results and user comments as evidence.

First taught
September 2026
Amount of literacy work
Medium
Amount of numeracy work
Medium
Specification
Open the WJEC specification (PDF)
How this GCSE 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 Interpreting data

  1. Using collated data to set specification criteria

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

    Learners must collate research data, such as a client interview or published demographic research, and use it to write qualitative and quantitative specification points, taking account of ergonomics and anthropometrics.

    Numeracy: Collecting data, Interpreting data, Strategic competence

    Getting pupils ready

    Year 7
    Pupils measure the hand widths of their class, find the mean, and use it to set the grip size of a pencil holder.
    Year 8
    Pupils run a short questionnaire on colour and price preferences for a phone stand, draw a bar chart of the results, and turn the top two findings into specification points.
    Year 9
    Pupils use a published anthropometric table to choose the smallest and largest user sizes their product must fit and justify one quantitative specification point with the data.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, 2.1.2, 2.1.3 and 2.1.4, page 34

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

    • I can collect relevant data to answer posed questions.

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

    • I can use mean to interpret a simple data set.

    Progression step 4

    • I can collect own data for a survey, e.g. through designing a questionnaire.

    • I can collect both quantitative and qualitative data.

    • I can use mean, median, mode and range to compare data (continuous and discrete), and can choose the most appropriate average.

    Progression step 5

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    • I can collect data in a suitable way according to my hypothesis.

    • I can identify what further information might be required and select what information is most appropriate.

Good to know

Links with other GCSEs

Ohm's law and moments overlap with The Sciences, gear ratios, scale drawing and tolerances with Mathematics and Numeracy, and product analysis and evaluative writing with English Language and Literature, so shared methods and vocabulary would help pupils.

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