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

Skills that use Strategic competence

  1. 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.

  2. 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).