Did you know that G2 Design and Technology has a specific 2027 SEC code, K234? For a G2 D&T design project, begin with a person’s everyday need and gather evidence before settling on a solution. Sketch alternatives, test a manageable idea and explain what the result changes. A clear record of these decisions gives the student something useful to discuss with the teacher at each stage.
For a useful first step, choose a small piece of recent work and identify what needs attention. Ask the student to explain a choice, compare it with the task and use teacher feedback to decide what to try next. The chapters below turn that conversation into a manageable plan.
Need the format? Open the assessment table. Looking for immediate help? Use the starting questions and the original example. Then choose a practice step, or visit the all-subject directory.
2027 SEC school-candidate guide, checked 10 October 2026. The examples and study suggestions are independent activities, not official examination questions. Confirm registration and school assessment arrangements with the school.
Confirm the registered D&T level and the school’s project schedule. This guide focuses on planning and reviewing work for K234. Use the wider subject overview for the course context, and follow the school’s instructions for assessed project work, equipment and supervision.
For the wider context, open Design and Technology subject overview. Keep the confirmed level, current school topic and teacher’s next suggested task in one place.
| Paper | Time | Marks / weight |
|---|---|---|
| 1: Written examination | 1 hour 30 minutes | — / 40% |
| 2: Design project | 20 weeks | — / 60% |
The project schedule is part of the assessment arrangement. Use the official syllabus and school guidance for the required project evidence.
Open the official SEAB syllabus for the full requirements. Use that document with the school’s instructions when preparing assessment work.
Ask the student to state the problem without naming their preferred product. Who experiences the difficulty, when does it happen and what observation supports it? If the need is vague, investigate it before making more drawings. If the need is clear but ideas are limited, sketch several ways of meeting it.
Choose one task that felt manageable and one that needs help. Discuss the difference using the student’s actual work. Ask the teacher to clarify an uncertain requirement before treating it as a learning weakness.
Try this original planning exercise: a pupil’s small stationery items slide across a shared study surface. Observe when that happens and what needs to remain easy to reach. Sketch different organiser arrangements, then make a simple paper layout to compare access and the space each option occupies.
Choose a criterion before testing, such as whether the needed items can be found easily. Record what happened and revise the arrangement if it falls short. Explain why the change addresses the observed problem. This is a practice exploration, not a ready-made assessed project or a prescribed school brief.
Keep dated observations, sketches and brief reasons for changes. At a review, show what you tested and what you learned. Ask the teacher which uncertainty should be resolved next. Use school-approved materials and supervised workshop arrangements when practical construction becomes part of the task.
Plan backwards from the school’s checkpoints, leaving time for a test to reveal a problem. If a later result contradicts the original assumption, revisit the need or the design rather than hiding the result. A family can support organisation and questions while the student owns the decisions and records.
The Secondary 1 Mathematics learning guide offers a principle useful across subjects: identify the foundation, practise in a sensible sequence and use corrections to choose the next step. Apply that habit here through a task the student can explain and revisit.
Return to the all-subject syllabus directory to explore another registered subject.