LNF Cymru Literacy and numeracy for Wales

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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 Engineering Design, Fashion and Textiles or Product Design. Literacy runs through both units: the Unit 1 topic tests use objective and short answer questions full of technical vocabulary on safety, materials and processes, and the Unit 2 design project asks learners to analyse an existing product, write a design brief and specification, annotate and present ideas and evaluate their prototype. Numeracy is lighter and practical: setting sizes in the specification, measuring and drawing accurately, planning time across a 40 hour project and, in Engineering Design, knowing volts, amps and ohms. KS3 should build clear technical writing alongside accurate measuring in millimetres.

Awarding body
WJEC
Level
Entry Level and Level 1
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
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

The literacy and numeracy skills in this qualification

  1. Answering short answer questions in the topic tests

    Assessed: In the exam

    The Unit 1 topic tests use multiple choice, objective and short answer questions, so learners need to read each question carefully and write brief, accurate answers. They are asked to identify and describe, for example, hazards, the suitability of materials and the advantages and disadvantages of CAD/CAM.

    Literacy: Reading strategies, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils read a question about PPE, underline the command word such as name, state or describe, and write a one sentence answer.
    Year 8
    Pupils answer five short questions on safety signs and materials, then compare their answers with a mark scheme and add any missing technical word.
    Year 9
    Pupils complete a timed practice topic test with short answers that describe the suitability of a material, using because to link each property to the product.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, page 25; Unit 1, Sections 1.1.1 to 1.1.7, pages 12 to 18

    “multiple choice questions (MCQ), objective test questions (OTQ) and short answer questions”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    Progression step 4

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

    • I can make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.

  2. Technical vocabulary for materials, tools and processes

    Assessed: In the exam and in coursework (NEA)

    Each pathway brings a large set of technical terms, such as ferrous, thermoforming, photochromic, overlocker, darts, vacuum forming and batch production. Learners must know and use these words in the Unit 1 topic tests and in the annotations and evaluations of their design project.

    Literacy: Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils match pictures of workshop tools and textile equipment to their names and learn five spellings, such as aluminium and scissors, in a word check.
    Year 8
    Pupils sort materials into hardwoods, softwoods, ferrous metals, non-ferrous metals and plastics, writing one sentence about a property of each.
    Year 9
    Pupils annotate a photo of a finished product using at least six technical terms correctly, such as thermoforming, batch production and surface finish.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Sections 1.1.2 to 1.1.7, pages 13 to 18

    “the physical characteristics of thermoforming and thermosetting plastics”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

  3. Describing hazards, safety signs and safe working practices

    Assessed: In the exam

    All learners take a health and safety topic test covering PPE, safety signs and hazard symbols, manual handling and electrical safety. They must identify and describe hazards and safe working practices as part of risk assessment, reading signs and symbols and explaining them in words.

    Literacy: Understanding, response and analysis, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils read the safety signs around the workshop and write what each one means and which colour group it belongs to.
    Year 8
    Pupils write a simple risk assessment for the pillar drill, describing two hazards and the safe working practice for each in full sentences.
    Year 9
    Pupils read a manufacturer's safety sheet for a hot glue gun or sewing machine and write a short risk assessment that names the hazards, who is at risk and how to work safely.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.1, page 12

    “Learners should be able to identify and describe risk assessment procedures”
    Progression step 3

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    Progression step 4

    • I can read closely, follow up and use additional material in texts to extend my understanding.

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

  4. Analysing existing products and the work of designers

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

    In Unit 2 learners explore and investigate existing products and the work of design professionals, and analyse and evaluate an existing product relevant to their own design work. This means reading product information and reviews and pulling out what matters for their own users.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils look at an existing torch and its packaging and write down who it is for, what it does and what it is made from.
    Year 8
    Pupils read two product reviews of the same backpack and summarise what users like and dislike about it.
    Year 9
    Pupils analyse an existing product related to their project using the maker's website, reviews and their own handling of it, then write which features they will use or improve.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.1, page 20; Unit 2, Section 2.1.3, page 21

    “analyse and evaluate an existing product that is relevant to their own design work”
    Progression step 3

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    Progression step 4

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

  5. Writing a design brief and specification

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

    Learners write a design brief that explains the function of a product and the needs, wants and values of the intended users, then write specification points from their own research, covering function, user needs and the sizes of key features. This is part of the Unit 2 design project.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils write a two sentence design brief for a phone stand, saying who it is for and what it must do.
    Year 8
    Pupils turn notes from a short user interview into specification points under headings such as function, user and size.
    Year 9
    Pupils write a full design brief and specification for their own project, check that each point is clear and can be tested, and redraft the ones that are not.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.2, page 20

    “write a design brief to explain the function of a product”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can explore different ways to plan, draft and present my work appropriately.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

  6. Annotating ideas and presenting the final design

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

    Learners communicate and record their ideas with annotated sketches and drawings, develop them iteratively and present their final design with details that support manufacturing. Annotations need to explain choices clearly; the specification states that written evidence is annotated against the marking criteria and that presentations are recorded on observation records.

    Literacy: Planning and organising for different purposes, audiences and context, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils add three labels to a sketch of their idea, each naming a feature and saying why it is there.
    Year 8
    Pupils annotate two design ideas using sentence starters such as this suits the user because, then explain their favourite idea to a partner.
    Year 9
    Pupils present their final design to a small group for two minutes, explaining materials, sizes and how it will be made, using their annotated drawing as a prompt.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.3, page 21; Section 3.3, page 26

    “communicate and record their ideas using appropriate techniques”
    Progression step 3

    • I can explore different ways to plan, draft and present my work appropriately.

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

  7. Evaluating design ideas and the final prototype

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

    Learners make evaluations of their initial design solutions and produce an evaluation of their final prototype, judging how well it meets the needs and wants of the user and whether it is fit for purpose. AO4, analyse and evaluate products and solutions, carries 20% of the qualification, all of it in Unit 2.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils write three sentences about their finished product: one thing that went well, one that did not and what they would change next time.
    Year 8
    Pupils write a paragraph evaluating their product against two specification points, using connectives such as because, however and as a result.
    Year 9
    Pupils write a structured evaluation that checks each specification point, quotes a user's comment and ends with two realistic improvements.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.5, page 22; Section 3.1, page 24

    “produce an evaluation of their final prototype.”
    Progression step 3

    • I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

  8. Talking with users and responding to feedback

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

    Learners identify the needs, wants and values of their intended users in Unit 2, which usually means asking users questions and listening to their answers. The specification also lists collaborating with others to understand the role of feedback in design thinking as a learning experience, and Appendix A maps speaking and listening to both units.

    Literacy: Questioning, Listening to understand

    Getting pupils ready

    Year 7
    Pupils ask a partner three prepared questions about what they want from a lunch box and note the answers.
    Year 8
    Pupils interview a younger pupil or family member about a product, using follow-up questions, and summarise what they heard in three points.
    Year 9
    Pupils show their model to a user, ask for feedback, repeat the main comments back to check they have understood, and decide which ones to act on.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.1, page 20; Opportunities for integration of learning experiences, page 23; Appendix A, page 32

    “identify the needs, wants and values of the intended user(s)”
    Progression step 3

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    • I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.

    Progression step 4

    • I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

    • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

  9. Measuring and working to sizes

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

    Learners write specifications that include the sizes of key product features and components, then select materials and use equipment to make a prototype that is fit for purpose. Accurate measuring and marking out, in millimetres for wood, metal and plastics or with a tape measure for textiles, is needed throughout the making in Unit 2.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils mark out a 100 mm by 60 mm piece of card or wood with a steel rule and try square, then check each side is within 1 mm.
    Year 8
    Pupils measure a hand or a phone to set the sizes for a product, converting between centimetres and millimetres and writing the sizes on a sketch.
    Year 9
    Pupils measure their finished prototype against the sizes in their specification and record the difference for each key feature in a table.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.1.2 and 2.1.4, pages 20 and 21

    “sizes of key product features and/or components.”
    Progression step 3

    • I can read and interpret scales or divisions on a range of measuring instruments.

    • I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

    • I can identify, measure or obtain required information to complete the task.

    Progression step 4

    • I can read and interpret scales on a range of measuring instruments.

    • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

  10. Drawing ideas in 2D and 3D and to scale

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

    Learners may communicate their ideas with formal and informal 2D and 3D drawing, and present their final design with details that support manufacturing, such as sizes. Formal drawing needs accurate dimensions, angles and scale.

    Numeracy: Shape and space, Conceptual understanding, Angle

    Getting pupils ready

    Year 7
    Pupils sketch a box-shaped product in 3D on isometric grid paper and label its length, width and height.
    Year 8
    Pupils draw the front and side views of their idea at half size and an isometric view using 30 degree lines measured with a protractor.
    Year 9
    Pupils produce a dimensioned working drawing of their final design at a stated scale, showing every size needed to make it.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.3, page 21

    “formal and informal 2d and/or 3d drawing”
    Progression step 3

    • I can use mathematical language to accurately describe two-dimensional and three-dimensional shapes.

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

    Progression step 4

    • I can measure and draw angles.

    • I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

  11. Electrical units: volts, amps and ohms (Engineering Design)

    Assessed: In the exam

    Engineering Design learners know the measurements used in electronic circuits: voltage in volts, current in amps and resistance in ohms, with its symbol. This is tested in the Unit 1 pathway topic tests, and no calculation such as Ohm's law is listed.

    Numeracy: Communicating with symbols, Measurement

    Getting pupils ready

    Year 7
    Pupils read the voltage printed on batteries and a power supply and write each value with its unit and symbol.
    Year 8
    Pupils use a multimeter to measure the voltage across a bulb and the resistance of three resistors, recording each reading with the correct unit.
    Year 9
    Pupils read resistor values from the colour code, check them with a multimeter, and explain why 0.22 kilohms is the same as 220 ohms.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.3, page 14

    “the following measurements within the electronical circuits:”
    Progression step 3

    • I can use appropriate notation, symbols and units of measurement.

    • I can read and interpret scales or divisions on a range of measuring instruments.

    Progression step 4

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

    • I can read and interpret scales on a range of measuring instruments.

  12. Gathering and using user data

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

    Learners identify user groups and their needs, wants and values, then write specifications derived from their own research. A short survey with a tally or bar chart is one way to collect and summarise this. Appendix A ticks only Developing Mathematical Proficiency for Unit 2, not the statistics strand, so this is light.

    Numeracy: Collecting data, Interpreting data

    Getting pupils ready

    Year 7
    Pupils use a tally chart to record which of three colours their class prefers for a pencil case and say which is most popular.
    Year 8
    Pupils write a five question survey for a product, collect answers from ten people and draw a bar chart of one question.
    Year 9
    Pupils survey their target users with closed and open questions, chart the results and use them to set measurable specification points, noting where the sample was too small to be sure.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.1.1 and 2.1.2, page 20; Appendix A, page 33

    “write specifications that are derived from their own research”
    Progression step 3

    • I can collect relevant data to answer posed questions.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

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

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

  13. Planning steps and time for making

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

    Learners plan and manage each step of making their prototype within a design and make task of about 40 hours, so they need to order the steps and estimate and track time. Appendix A maps planning and organisation and Developing Mathematical Proficiency to Unit 2.

    Numeracy: Strategic competence, Measurement

    Getting pupils ready

    Year 7
    Pupils put the steps for making a simple product in order and estimate in minutes how long each will take.
    Year 8
    Pupils make a timed plan across four lessons, record the actual time for each step and work out the difference from their estimate.
    Year 9
    Pupils build a week by week plan for their project, review progress each week and reschedule the remaining steps so they still finish on time.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.4, page 21; Section 3.2, page 26; Appendix A, page 33

    “plan and manage each step of the manufacturing process”
    Progression step 3

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

Good to know

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 design brief, specification, annotation and evaluation writing and its technical vocabulary, but tests knowledge through short answer topic tests rather than extended written answers. GCSE Design and Technology steps up the numeracy, with measuring to tolerances, estimating material quantities, waste and costs, using collated data to set specification criteria, scale drawing and, in Engineering Design, mechanical and electronic calculations. Accurate measuring and unit work also link with GCSE Mathematics and Numeracy.

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).