Foundation Design and Technology
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level and Level 1
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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
Sgiliau sy'n defnyddio Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
-
Describing hazards, safety signs and safe working practices
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.
Llythrennedd: Deall, ymateb a dadansoddi, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils read the safety signs around the workshop and write what each one means and which colour group it belongs to.
- Blwyddyn 8
- Pupils write a simple risk assessment for the pillar drill, describing two hazards and the safe working practice for each in full sentences.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.1.1, page 12
“Learners should be able to identify and describe risk assessment procedures”
Cam cynnydd 3
Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Cam cynnydd 4
Rwy'n gallu darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
-
Writing a design brief and specification
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a two sentence design brief for a phone stand, saying who it is for and what it must do.
- Blwyddyn 8
- Pupils turn notes from a short user interview into specification points under headings such as function, user and size.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.1.2, page 20
“write a design brief to explain the function of a product”
Cam cynnydd 3
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
-
Annotating ideas and presenting the final design
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils add three labels to a sketch of their idea, each naming a feature and saying why it is there.
- Blwyddyn 8
- Pupils annotate two design ideas using sentence starters such as this suits the user because, then explain their favourite idea to a partner.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.1.3, page 21; Section 3.3, page 26
“communicate and record their ideas using appropriate techniques”
Cam cynnydd 3
Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
-
Evaluating design ideas and the final prototype
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils write a paragraph evaluating their product against two specification points, using connectives such as because, however and as a result.
- Blwyddyn 9
- Pupils write a structured evaluation that checks each specification point, quotes a user's comment and ends with two realistic improvements.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.1.5, page 22; Section 3.1, page 24
“produce an evaluation of their final prototype.”
Cam cynnydd 3
Rwy'n gallu ysgrifennu cyflwyniad effeithiol sy'n nodi'r cyd-destun a'r diben, gan gynnwys cydbwysedd addas rhwng ffeithiau a safbwyntiau, a chasgliad penodol.
Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.
Da gwybod
- Unit 1 questions are short: the topic tests use "multiple choice questions (MCQ), objective test questions (OTQ) and short answer questions" and can be sat on paper or on screen (Section 3.2, page 25).
- No marks for spelling, punctuation and grammar are mentioned; all marks sit under AO1 to AO4 (Section 3.1, page 24), and "The Assessment Pack will include all detailed information relating to assessment." (page 24).
- Writing in Unit 2 is marked through annotation: "Written evidence must be annotated to show how it meets the marking criteria." (Section 3.3, page 26).
- Spoken work such as presentations is evidenced by the teacher: performance evidence "must be documented using observation records" (Section 3.3, page 26).
- Numeracy is not named in the content, and calculations are not listed; Engineering Design learners only need to know "the following measurements within the electronical circuits:" volts, amps and ohms (Unit 1, page 14).
- Appendix A (pages 32 and 33) ticks Listening, Reading, Speaking and Writing for both units, but ticks only "Developing Mathematical Proficiency" for Unit 2 and none of the number, geometry and measurement or statistics strands.
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: 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).