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The literacy and numeracy skills in this qualification

1. Short and extended answers in the on-screen examination

   Assessed: In the exam

   Unit 1 mixes objective, short and extended questions, typed on screen. Learners must compare, explain and justify the suitability of materials, technologies and design decisions.

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

   Getting pupils ready

   Year 7

   Pupils write a three-sentence answer explaining why pine was chosen for their Year 7 project, using the frame 'I chose... because... this means...'.

   Year 8

   Pupils compare acrylic and HIPS for a phone stand in a timed paragraph that uses 'whereas' and 'therefore', then check it against a model answer.

   Year 9

   Pupils type a timed extended answer on screen comparing two joining methods for a product, with a point, evidence and justification for each, marked against a GCSE-style mark scheme.

   Show the specification wording and the LNF statements

   Where it is in the specification: Summary of assessment, page 4; Unit 1, 1.1.6, page 14

   “Questions requiring objective responses, short and extended answers assessing learners’ knowledge and understanding”

   Progression step 3

   • I can write a comprehensive account of a topic, theme or viewpoint.

   • I can use paragraphs and make links between them.

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

   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 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.

   Progression step 5

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

   • I can vary sentence structures to engage and sustain the reader’s interest and write with grammatical accuracy.

2. Analysing existing products and the work of designers

   Assessed: In the exam and in coursework (NEA)

   Unit 1 asks learners to analyse existing products against users' needs, wants and values and to identify and discuss named designers such as Alessi, Frank Lloyd Wright, Iris Van Herpen or Mark Rober. The design project starts by investigating existing products.

   Literacy: Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read a one-page profile of a Welsh maker, highlight three facts about how the designer works, and write one sentence on how it could influence their own clock design.

   Year 8

   Pupils write a product analysis of two bottle openers under the headings function, user, materials and aesthetics, using a short manufacturer's description as a source.

   Year 9

   Pupils research Alessi from two sources, note what each says, and write a paragraph judging how well one Alessi product meets its users' needs.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1 overview, page 9; Unit 1, 1.1.5, page 12; Unit 2, 2.1.2, page 34

   “analysing existing products that respond to the users’ needs, wants and values”

   Progression step 3

   • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

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

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

   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 evaluate the usefulness and reliability of texts.

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

   Progression step 5

   • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

   • I can confidently evaluate the purpose, impact and reliability of texts.

   • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

3. Technical vocabulary for materials, systems and processes

   Assessed: In the exam and in coursework (NEA)

   The content is dense with subject terms that learners must read, spell and use accurately, such as thermochromic, shape memory alloys, anthropometrics, biomimicry, velocity ratio, grain lines and datum faces.

   Literacy: Vocabulary, spelling, grammar, Reading strategies, Clarity and vocabulary

   Getting pupils ready

   Year 7

   Pupils keep a workshop glossary of ten tool and material words, such as tenon saw, pine and MDF, and spell them correctly in their project labels.

   Year 8

   Pupils break 'thermochromic' and 'photochromic' into word roots, then use both words correctly in labelled sketches of a smart-material product.

   Year 9

   Pupils take a weekly spelling and definition quiz on GCSE terms such as anthropometrics, ergonomics and biomimicry, then use three of them on an annotated design sheet.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, 1.1.2, page 10; Unit 1, 1.1.5, page 13

   “about developments in modern and smart materials”

   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.

   • I can use a range of strategies to make meaning from words and sentences, including:

     • knowledge of phonics
     • word roots
     • word families
     • syntax
     • text organisation
     • prior knowledge of context.

   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.

   • 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.

   Progression step 5

   • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

   • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

   • I can use a range of discipline-specific and general academic vocabulary in my own communication.

4. Writing design briefs and specifications, then annotating and justifying ideas

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

   Learners write a design brief and a specification drawn from their own research, with qualitative and quantitative criteria. They then communicate, record and justify ideas through annotated sketches, written notes and presentations as the design develops.

   Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

   Getting pupils ready

   Year 7

   Pupils complete a scaffolded design brief for a desk tidy in three sentences, stating the user, the problem and what the product must do.

   Year 8

   Pupils write a six-point specification for a phone holder, each point with a reason, then annotate two sketches to show which points each idea meets.

   Year 9

   Pupils draft, redraft and finalise a brief and specification from their own user research, using teacher and peer feedback to make every point specific and testable.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, 2.1.3 and 2.1.4, pages 34 to 35

   “write design briefs for specific needs, wants or interests”

   Progression step 3

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

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

   • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

   Progression step 4

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

   • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

   • I can improve writing through independent review and redrafting.

   Progression step 5

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

   • I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

   • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

5. Evaluating the prototype and responding to feedback

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

   Learners must make informed judgements about their own prototype, act on the views of others and clients, and suggest improvements and how they could be made. Analysing and evaluating (AO4) is worth 20% of the qualification, all of it in the design project.

   Literacy: Planning and organising for different purposes, audiences and context, Listening to understand, Listening as part of collaborative talk, Questioning

   Getting pupils ready

   Year 7

   Pupils test their finished product against three specification points and write 'what went well' and 'even better if' sentences with one reason each.

   Year 8

   Pupils ask a classmate to use their product, record two comments, and write a paragraph evaluation that quotes the comments and suggests one modification.

   Year 9

   Pupils interview a real user, such as a younger pupil or a teacher, about their prototype, then write an evaluation that weighs the feedback against the specification and explains how one named improvement would be made.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, 2.1.6, page 35; Assessment objectives, page 43

   “respond to feedback from others or clients and suggest improvements/modifications of their prototype.”

   Progression step 3

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

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

   • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

   Progression step 4

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

   • 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.

   Progression step 5

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

   • I can listen to, critically evaluate and respect different people's perspectives, using them to arrive at my own considered conclusions.

   • I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions.

6. Measuring and marking out within tolerances

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

   In every pathway learners must measure and mark out accurately from reference points or datum faces. Engineering Design and Product Design learners must work within specified tolerances, and Fashion and Textiles learners must measure standard seam allowances of 15 mm.

   Numeracy: Measurement, The number system, Strategic competence, Communicating with symbols

   Getting pupils ready

   Year 7

   Pupils mark out a pine box side to 120 mm, plus or minus 1 mm, with a steel rule and try square, then check a partner's piece and record whether it is within tolerance.

   Year 8

   Pupils mark out an acrylic keyring from a datum edge, measure the finished piece, and record the difference from the drawing in millimetres.

   Year 9

   Pupils use vernier callipers to check five cut or turned parts against a tolerance of 0.5 mm, recording the upper and lower limits in a table and rejecting parts outside them.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, 2.1.8, page 36; 2.1.12, page 38; 2.1.16, page 40

   “employ accurate measuring techniques and establish reference points or datum faces”

   Progression step 3

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

   • I can record measurements in different ways, e.g. 1.3kg = 1kg 300g, 4.2cm = 4cm 2mm.

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

   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.

   • I can choose the appropriate degree of accuracy to present answers.

   Progression step 5

   • I can recognise and define limitations on accuracy of measurements, e.g. upper and lower bounds.

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

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

7. Estimating material quantities, waste and costs

   Assessed: In the exam and in coursework (NEA)

   Fashion and Textiles learners must estimate material quantities and costs from standard fabric widths and calculate costs, sizes and quantities of components. All pathways must minimise waste and make allowances for cutting when marking out.

   Numeracy: Shape and space, Financial literacy, The number system, Calculation, Strategic competence, Conceptual understanding

   Getting pupils ready

   Year 7

   Pupils work out how many 100 mm by 60 mm pieces they can cut from a 300 mm by 200 mm sheet of MDF and sketch the layout that wastes least.

   Year 8

   Pupils cost their cushion project from a price list, working out the fabric length needed from a 115 cm wide roll and the total cost of fabric, thread and fastenings.

   Year 9

   Pupils estimate, then calculate, the material cost of their product for one unit and for a batch of 20, and work out the percentage of the sheet wasted.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, 1.1.18, page 23; Unit 2, 2.1.8, page 36

   “estimate material quantities and costs based on best use of materials”

   Progression step 3

   • I can find areas by counting squares, progressing to calculating the area of squares and rectangles using formulae.

   • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

   • I can estimate by rounding to the nearest 10, 100, 1000 or whole number.

   Progression step 4

   • I can make and justify estimates and approximations of calculations.

   • I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06.

   • I can express one quantity as a percentage of another.

   Progression step 5

   • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

   • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

   • I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.

8. Mechanical and electronic calculations (Engineering Design)

   Assessed: In the exam

   Engineering Design learners must calculate Ohm's law, potential dividers, rotational velocity for pulleys and gears, velocity ratio, mechanical advantage and moments in lever systems, using units such as volts, amps and ohms.

   Numeracy: Calculation, Communicating with symbols, Measurement, Fluency, Logical reasoning

   Getting pupils ready

   Year 7

   Pupils count the teeth on two gears in a gear kit, write the ratio in its simplest form, and predict then check how many turns the driven gear makes.

   Year 8

   Pupils measure the lever in a moving toy, use effort times distance equals load times distance to predict the load it can lift, and test the prediction.

   Year 9

   Pupils build a simple LED circuit, measure voltage and current with a multimeter, and use V = I × R to calculate and choose a suitable resistor.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, 1.1.9 and 1.1.10 (Engineering Design pathway), pages 17 to 18

   “recognise the relationships between voltage, current and resistance and calculate ohms law”

   Progression step 3

   • I can use ratio and proportion to calculate quantities.

   • I can multiply 2- and 3-digit numbers by a 2-digit number.

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

   Progression step 4

   • I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.

   • I can use ratio and proportion including map scales.

   • I can use the order of operations including brackets and powers.

   Progression step 5

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

   • I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.

   • I can explain results and procedures precisely using appropriate mathematical language.

9. 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.

10. Scale, working drawings and mathematical modelling

    Assessed: In the exam and in coursework (NEA)

    Unit 1 requires understanding of working drawings and schedules in commercial product development. In the design project learners may record ideas through formal 2D and 3D drawings, working drawings, exploded diagrams and mathematical modelling.

    Numeracy: Shape and space, Measurement, Angle, Communicating with symbols

    Getting pupils ready

    Year 7

    Pupils draw their desk tidy full size on isometric paper with every dimension given in millimetres.

    Year 8

    Pupils produce a dimensioned orthographic drawing of their phone stand at a scale of 1:2 and state the scale on the drawing.

    Year 9

    Pupils draw a working drawing with a cutting list and marked angles, then scale the design up by 150% to test its proportions on a card model.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, 1.1.5, page 13; Unit 2, 2.1.4, pages 34 to 35

    “working drawings and schedules”

    Progression step 3

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

    • I can measure and calculate perimeter.

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

    Progression step 4

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

    • I can measure and draw angles.

    • I can calculate the areas of two-dimensional simple and compound shapes, including circles.

    Progression step 5

    • I can apply proportional change to two-dimensional designs.

    • I can measure and draw angles.

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

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