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Learn Everything about G1 Design and Technology in the MOE and SEAB Syllabuses | Understand SEC G1 Design and Technology

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by

eduKate Asia
Original illustration of secondary students and a teacher discussing a cardboard organiser prototype and design sketches; not a real school photograph.

Did you know G1 Design and Technology at the 2027 SEC has a twenty-week project worth 70% of the qualification? Subject K124 is about solving everyday problems through empathy, design reasoning, material selection, technology, sketches, mock-ups and functioning prototypes.

Paper 1 is a one-hour written examination worth 30%, with five compulsory questions. Paper 2 is a supervised individual design project worth 70%, documented through a real-time Design Journal, mock-ups, a prototype and an A2 Presentation Board. This guide explains the exact paper format, technology topics and the reasoning expected from the learner.

Assessment facts follow the official SEAB 2027 K124 syllabus. All fictional design problems here are original teaching illustrations rather than the actual assessed project brief. School supervision and safe workshop practice are essential for real coursework.

Find the answer you need

Did you know SEC G1 Design and Technology is K124?

The 2027 Singapore–Cambridge Secondary Education Certificate identifies G1 Design and Technology as K124, formerly syllabus 7062. The course asks students to observe everyday needs, design improvements, test possibilities and make a functioning prototype using appropriate technology. It is not simply an art assignment or a workshop test of who can build the neatest object. The skills connect curiosity, empathy, technical knowledge and responsible decisions. A student should be able to say whose problem a proposed product addresses, what its features do and why an alternative was rejected. Families should verify K124 on the actual registered subject entry rather than use G3 D&T K345 or G3 Design Studies K376 as though their paper requirements were identical. The official 2027 syllabus governs the assessment.

Do you know why coursework is 70%?

K124 uses two compulsory papers. Paper 1 is a one-hour, 50-mark written examination worth 30%. Paper 2 is a twenty-week individual Design Project worth the other 70%. The project begins with the examination question’s release, with school holidays excluded from the twenty-week period under the syllabus. This weighting reflects the importance of carrying a design process through to prototyping. A pupil who memorises mechanism definitions but never tests an idea may be underprepared for the project. Conversely, a confident maker must still explain underlying principles during the written paper. Both forms of assessment evaluate connected knowledge and decisions, not isolated textbook chapters.

Do you know the three assessment domains?

The domains are Knowledge with Understanding, Design Thinking Skills and Design Manipulating Skills. Their overall indicative weightings are 30%, 30% and 40%. The last refers to skills such as sketching, making mock-ups and realising a prototype, not to manipulating other people’s opinions or marketing content. The domains overlap in real work. Choosing a lever requires understanding how it functions, thinking about whether it helps the user and physically developing a workable arrangement. A student should not treat knowing a definition as the same as selecting and applying the right solution. Teachers can provide feedback under the school project rules; the pupil must make and evidence authentic design decisions.

Do you know Paper 1 has five compulsory questions?

The one-hour written paper contains Questions 1–5, all compulsory, totalling 50 marks. Questions 1–3 draw on Section 1 Design and carry eighteen marks together. Questions 4–5 test Section 2 Technology, specifically mechanisms and electronics, and carry 32 marks. Because the Technology questions contribute more raw marks within Paper 1, candidates should understand how mechanical and electronic systems work, not revise only sketching terminology. However, Design is still examinable and foundational to coursework. A sensible timed rehearsal attempts every question, monitors which concepts caused delay and leaves a short check for diagrams or units. A beautiful sketch with no explanation may not address a technology question that asks why a mechanism functions.

Do you know why a design problem comes before a solution?

Design begins by understanding an everyday difficulty or opportunity. A pupil who immediately draws a favourite gadget may miss the problem that needs solving. The K124 process includes Needs Analysis, Idea Conceptualisation, Development and Prototyping, all supported by relevant research. For an invented classroom scenario, several students struggle to store wet umbrellas without blocking a walkway. A designer should observe the constraints, ask who uses the space and identify what successful storage would require before drawing a stand. The case is an original educational example, not the released coursework brief. The real project must begin from its official question and stay within the school’s assessment conditions.

Do you know why the design process is iterative?

The official syllabus explicitly describes designing as dynamic and non-linear. A student may discover during mock-up testing that the original need was misunderstood, requiring another round of research or a change to the design. That is not automatically a failure; it can be evidence of good judgement. A process that never changes despite genuine testing may show insufficient evaluation. Ask what was learned from a trial, which assumption changed and how the revised idea better addresses the user’s problem. Document observations honestly rather than creating a perfect-looking sequence retrospectively. The Design Journal should reflect actual development over time, not an invented history of decisions.

Do you know why observation is a research method?

Watching how people use an everyday object or space can reveal barriers that a designer did not anticipate. A questionnaire can help, but the student should know what information is needed and whether respondents can answer reliably. The syllabus includes observation, product analysis and user analysis. A fictional portable table may be difficult for younger pupils to carry, even if its dimensions look attractive on paper. Appropriate observation could identify which features cause difficulty. The student should use respectful and authorised methods, not collect unnecessary personal data. A useful design note connects a particular observation to a specific design requirement; random photographs without reasoning provide little evidence of insight.

Do you know what 5W1H contributes?

The design-content list includes 5W1H as a tool for investigation: who, what, when, where, why and how. These questions clarify the problem before the pupil commits to a solution. Their purpose is not to decorate a report with six headings. In a fictional school storage problem, ask who needs the product, what is currently inconvenient, where the object will be used, when it is needed, why existing arrangements fail and how a proposed feature might help. Answers should be grounded in actual evidence. This framework helps turn a broad statement such as “make a better shelf” into an opportunity with specific users and functional requirements.

Do you know the difference between a brief and specifications?

A design brief states the problem and the intended goal. Specifications translate that goal into criteria or constraints that can guide selection and evaluation. The brief might call for safer storage of umbrellas in a classroom; a specification could address space, stability, ease of use and suitable maintenance within the stated context. Students should avoid writing a specification that is merely an exact copy of their first preferred solution. Criteria should help compare alternatives. If later testing shows a feature cannot meet the required stability, the designer needs to revise the proposal or evaluate trade-offs. The project rubric expects the brief and specifications to be based on research, not guessed after a prototype is finished.

Do you know why empathy is a technical design skill?

Empathy helps a designer consider people’s actual abilities, tasks and constraints. A product that looks elegant may be difficult for the intended user to grip, read or operate. This is why user and functionality appear alongside aesthetics, technology and environment in K124’s decision-making framework. An example could involve a container whose lid is too difficult for its intended users to open. The designer might investigate grip, force and safer alternatives rather than simply change the colour. The best choice should follow appropriate observations and design criteria, not assumptions about every person in an age group. Responsible design includes sensitivity to individual differences and safety.

Do you know what ergonomics and anthropometrics mean?

Anthropometric information concerns human body dimensions, while ergonomics applies knowledge of people and tasks to improve usability, comfort and safety. The syllabus includes both. A student’s prototype may need to account for reach, hand size or posture in the actual intended activity. One measurement does not fit every user. When practising with invented data, explain which dimension matters and why. For a product intended to be held, grip size may be relevant; for a wall-mounted notice, visibility and reachable height may matter. Students should not invent demographic averages or claim a design is compliant with formal accessibility standards without appropriate evidence.

Do you know why SCAMPER supports idea generation?

The syllabus includes SCAMPER and brainstorming as ideation techniques. SCAMPER prompts consideration of substituting, combining, adapting, modifying, putting to other uses, eliminating or rearranging aspects of an existing idea. It is a way to generate alternatives, not a guarantee that every change improves a product. For an original fictional organiser, a student might combine compartments, remove an unnecessary lid or rearrange the supports. Each alternative should still be evaluated against stability, user needs and materials. A page of imaginative drawings is only a starting point; the designer must identify which promising ideas can realistically satisfy the brief.

Do you know why sketching is part of thinking?

Quick freehand sketches can reveal relationships that are difficult to describe verbally. They allow a student to explore sizes, movement, access and alternative arrangements before committing to a prototype. The syllabus highlights doodles, sketches and drawings as tools for reasoning, not only for final presentation. A rough drawing that clearly tests an idea may be educationally valuable even if its shading is imperfect. Ask what uncertainty the sketch resolves. An annotated sketch could show how a lever moves or where a user grasps an object. Later drawings can communicate the refined solution more precisely. The project journal should show genuine evolution, not a retrospective collection of perfect renderings.

Do you know why a mock-up is not a final prototype?

A mock-up is often a relatively simple model used to explore size, shape, interaction or feasibility. It need not demonstrate every final technical function. A prototype, by contrast, should demonstrate how the proposed solution actually works to the extent required by the project. Students may make a paper or foam-board mock-up to test whether a layout is accessible before constructing a more robust version. The aim is to answer a design question efficiently. Avoid spending weeks polishing a mock-up that cannot test the main uncertainty. School-supervised project work should document what was tested and how the result influenced the next choice.

Do you know why comparison needs criteria?

When several ideas appear promising, a designer should compare them against the original specifications rather than choose the one they drew most beautifully. Stability, functionality, cost, material availability, environmental considerations and aesthetics may carry different importance depending on the user. An invented decision table can list whether three umbrella stands meet specified footprint and access requirements. The student should explain why those criteria matter and whether trade-offs are acceptable. Numbers can be useful, but arbitrary scores assigned without evidence may create false confidence. Good design judgement combines observation, practical constraints and clear reasons for selecting a concept.

Do you know how a Gantt chart helps the project?

The project requires a time-staged plan, such as a Gantt chart, to schedule and monitor design work. The chart shows major activities, their expected duration and relevant overlaps. It should support real decisions, not merely be inserted as a colourful decoration. A fictional project might allocate time to user research, idea exploration, mock-ups, material preparation, prototyping and final presentation. If early tests reveal a major flaw, the schedule may need revising. Students should record the changes honestly. An unrealistic plan that ignores material availability or safe tool access may cause work to be rushed at the end. Planning is a learning process and is assessed through authentic progress.

Do you know why colour, texture and form matter?

The Section 1 design content includes line, shape, form, colour, texture, balance, proportion, contrast and emphasis. These elements affect how a product looks and can influence whether its function is understandable. A high-contrast control may be easier to notice; a surface texture may affect grip or appearance. Aesthetic decisions should still serve the brief. Adding elaborate decorative features to a product could increase complexity, cost or maintenance. Ask which element helps users understand, handle or value the solution. A good explanation names the design choice and links it to the intended outcome rather than listing aesthetic vocabulary without describing its role.

Do you know what an isometric drawing communicates?

An isometric drawing can represent an object in three dimensions using a systematic projection. It helps readers understand the arrangement of faces and parts. The syllabus also includes orthographic projection, exploded views, working drawings and presentation drawings. The right drawing depends on the question. A perspective-like view may show overall form, while orthographic views can communicate dimensions and relationships more precisely. An exploded view helps explain assembly. Students should use clear labels where needed and avoid pretending that one attractive sketch contains every detail necessary for production. Drawing supports thought and communication, not just presentation quality.

Do you know why orthographic projection is useful?

Orthographic projection represents an object through views such as front, side and top, allowing its geometry to be understood without perspective distortion. A student should keep corresponding dimensions and features consistent across the views. A fictional bracket could appear simple from the front but reveal a necessary bend or hole position in the side view. Ask which view shows the feature most clearly and what manufacturing question it answers. Clear line conventions and alignment matter. A good drawing explains the intended part to another person, reducing the risk that a prototype is assembled incorrectly because the design was ambiguous.

Do you know how an exploded view supports assembly?

An exploded view displays components separated to reveal their relationship or assembly order. It can clarify how screws, pins or other parts fit together. However, the illustration should reflect a feasible mechanism rather than merely placing objects near one another. Students can practise with a harmless classroom object, identifying how parts connect and what order makes sense. The drawing’s purpose is communication. In actual coursework, the chosen views should support the real candidate’s solution, while teachers supervise any construction. A well-explained assembly view may reveal a design flaw before materials are cut.

Do you know why plastics have different properties?

K124 includes thermoplastics such as acrylic, polythene, polypropylene, polystyrene, nylon and PVC, alongside thermoset materials. Their behaviour under heat and mechanical loads differs, influencing which is appropriate for a product. No single plastic is automatically best for every intended use. For a school design scenario, a transparent display part and a resilient hinge have different material demands. Identify the function, relevant stiffness or toughness and how the selected material may be formed. Do not claim suitability based only on colour or familiarity. Real shaping, heating and processing must follow supervised workshop safety rules rather than be improvised with household equipment.

Do you know how natural and processed wood differ?

The syllabus covers examples of natural timber, such as pine, meranti and jelutong, and processed materials such as plywood, MDF and veneer. Different grain structures and manufacturing methods affect stability, workability, appearance and potential uses. A student making a conceptual storage device should consider whether the material can be cut, joined and finished safely with available school equipment. Plywood and solid timber are not necessarily interchangeable for every form or load. Explain the relevant property and design requirement rather than write that wood is simply “strong and natural”. Sustainability claims should consider sourcing and use rather than assume all wood products have identical environmental impacts.

Do you know why metals must be selected by function?

G1 Design and Technology lists ferrous metals such as mild and high-carbon steels and non-ferrous materials such as aluminium, copper and alloys including brass or bronze. Metals differ in strength, stiffness, weight, workability, corrosion behaviour and other relevant properties. For a hypothetical lightweight bracket, aluminium might be considered, but the best choice depends on the load, available processes, safety and cost. A pupil should not assert that lighter always means better. A small metal element can also influence how parts are joined or maintained. The assessment expects a connection between properties and application, not an isolated memorised catalogue.

Do you know why strength and stiffness are different?

Strength concerns the ability to resist failure under load, while stiffness concerns resistance to deformation. Toughness, hardness, durability and elasticity describe other properties. A material that is hard is not necessarily tough, and one that bends easily is not automatically weak under every loading condition. An invented clip may need to flex repeatedly without breaking, while a shelf support may need to resist substantial deformation. Ask which property matters to the user and why. Materials should be chosen in the context of actual use, not by declaring a favourite material superior in every respect. Correct vocabulary helps justify a proposed design and interpret a technology question.

Do you know what open-loop and closed-loop controls mean?

An open-loop system performs a prescribed action without using feedback to adjust based on the resulting output. A closed-loop system responds to feedback to help maintain or reach a desired condition. K124 includes everyday examples such as a table lamp and feedback-regulated devices. A learner should identify input, process, output and the presence or absence of feedback rather than decide solely from the object’s price or complexity. An invented temperature-control scenario might measure an actual value and alter heating accordingly, illustrating feedback. In contrast, a timer-only operation may not check the measured outcome. The explanation should fit the system described, not claim every electronic device is automatically closed-loop.

Do you know why input, process, output and feedback help designers?

This framework describes how a system receives information or action, transforms it and produces a result, with feedback where relevant. A simple product may accept a switch input, process it through a circuit and activate a light. Another design may use a sensor to adjust its behaviour. The student should identify each block’s purpose and how the arrangement serves the actual user. A block diagram helps clarify the function before details are drawn. It is not a substitute for verifying electrical feasibility or safe construction. In examination answers, connecting blocks through a causal explanation demonstrates more understanding than listing four words without a particular system.

Do you know why electronics kits still require reasoning?

The syllabus includes simple electronic kits for counting and sensing light, moisture or temperature, with appropriate applications. A circuit can produce a visible result but still be poorly matched to the user problem. Students should explain what is being measured, how the output responds and which limitations might affect reliability. A teacher-provided circuit diagram may be used to practise identifying input and output without handling live components. Any real construction or measurement must follow approved low-voltage school laboratory procedures. Do not experiment with household mains wiring or unsuitable batteries to recreate a demonstration. Safe working habits are an explicit syllabus aim.

Do you know why mechanisms convert and transmit motion?

Levers, linkages, screw mechanisms, rack-and-pinion arrangements, pulleys, cams, gears and springs can change the direction, type or magnitude of movement. Students should identify what motion enters a mechanism and how the output serves the design’s purpose. An original classroom example might use a lever to move a hinged lid or a rack and pinion to convert rotation to linear motion. A correct explanation should show the relevant direction and point of action, not just name the mechanism. The chosen solution also needs to fit available space, user effort and manufacturing constraints. A mechanism that looks sophisticated may be unnecessary if a simpler solution performs reliably.

Do you know why a lever has different possible arrangements?

A lever’s behaviour depends on where effort, load and pivot are placed. Students can examine how those positions affect movement and mechanical advantage under the simplified model. It is misleading to say every lever always multiplies force in the same way. Use a teacher-approved diagram to label the relevant parts and explain how the mechanism supports a practical task. Avoid making unsupported strength calculations when the question does not provide necessary dimensions or load information. A useful design choice follows from the actual user requirement, such as reducing effort or changing movement direction. The goal is functional understanding rather than memorising lever categories without application.

Do you know why gears are not interchangeable with pulleys?

Gears and pulley systems can transmit motion, but their operation, possible slip and mechanical arrangement differ. A gear train may change speed or torque relationships under specified conditions, while a belt-and-pulley system has other practical advantages and limitations. An examination question may supply a diagram and ask which arrangement suits a design purpose. Identify the input and output, then consider space, motion and reliability. A learner who simply says “gears make it faster” may miss cases where gearing reduces speed and increases torque. The explanation should follow the actual configuration, not a slogan. Safe assembly in a school project still requires supervision and appropriate guards.

Do you know how a cam changes motion?

A cam’s profile can transform continuous rotation into a different movement of a follower, depending on its geometry. It is useful for producing repeated controlled movements. The pupil should explain the relationship between the cam’s shape and the resulting movement rather than just identify its circular outline. An original safe classroom diagram might show a follower rising once per rotation. Ask what would change if the profile were modified. The question involves a mechanism’s functional consequence. Actual cutting or shaping parts belongs in the supervised workshop, but understanding the movement can be developed with diagrams and low-risk paper models where permitted.

Do you know why workshop processing is part of technology?

The syllabus covers measuring and marking out, shaping, joining and finishing resistant materials. These activities depend on choosing suitable tools, understanding the material and working safely. Accurate marking and datum reference help parts fit together; careless measurements can create assembly problems. Students should learn why a particular method is appropriate, not simply recall a list of workshop machines. For a fictional wooden bracket, a precise hole location may be critical to alignment. The safest and most suitable process depends on school equipment and teacher training. This guide does not provide an unsupervised procedure for dangerous cutting, drilling, welding or other workshop operations.

Do you know why joining changes a product’s reliability?

Adhesives, screws, pins, rivets, fittings and other joining methods have different strengths, maintenance needs and suitability for materials. A joint may look neat but fail in use if it cannot withstand relevant movement or loads. In a design response, identify whether parts need permanent assembly, future removal or controlled movement. A serviceable fastener may be preferable to a permanent adhesive in one context. The appropriate choice also depends on workshop safety and available resources. Students should explain the connection between the joint and the user requirement rather than merely name the most complicated construction technique.

Do you know why finishing is not just decoration?

Finishing can affect appearance, surface protection, comfort and durability. The syllabus includes cleaning, polishing, staining, painting and relevant plastics coatings. A rough exposed edge may create a user problem even if the main mechanism works. A designer should consider how the product will be handled, maintained and used. A finish chosen for appearance alone may not be suitable for the material or environment. Explain the intended outcome and relevant trade-offs rather than assume a shiny surface always indicates high quality. Finishing and quality checks must be performed under the school’s safe workshop procedures as part of the legitimate prototyping process.

Do you know what Paper 2’s twenty weeks actually involve?

The individual Design Project runs for twenty weeks from release of the examination question, excluding school holidays. It requires the pupil to explore the real brief, develop ideas, make mock-ups and realise a working prototype where appropriate. The school’s coursework supervisor facilitates and assesses the work. It is not an assignment an adult should complete over a weekend at home. The authentic project evidence includes the developing journal, mock-ups, resulting prototype and final presentation. Parents may support time management and access to ordinary learning resources, but assessed design and manufacture must reflect the candidate’s capabilities and approved procedures. The teacher’s guidance and authentication arrangements govern the work.

Do you know what the Design Journal must contain?

The Design Journal is a real-time account of research, reasoning, sketches, tests, design briefs, specifications and development. K124 specifies A3-size sheets fastened securely or an A3 sketchpad, along with mock-ups, prototype and any relevant mould, jig or former. It advises candidates not to rework design sheets. This matters because a journal should show genuine progress and decisions rather than a reconstructed story of effortless success. If a mock-up showed that a grip was awkward, record the observation and what changed next. A later improved drawing can follow, but earlier evidence should remain truthful. A polished journal that conceals every experiment may provide less insight into design thinking than authentic work.

Do you know what a Presentation Board is for?

The Presentation Board communicates the proposed final solution and highlights features that show how the design meets the brief and specifications. The official format is single-sided A2 sheets, with a maximum of two pieces. The board should use clear appropriate drawings rather than rely on long paragraphs to explain every function. A pupil can consider which view best reveals the overall form and which detail shows a key mechanism or user feature. The aim is to make the design understandable to an examiner who was not present during development. Attractive colours alone cannot replace accurate communication of function. The assessed board belongs to the student’s school project.

Do you know why a project needs actual mock-ups?

Mock-ups are submitted as part of the Design Journal evidence. They can help test scale, interaction, mechanisms or structural assumptions before the final prototype. A learner should explain what each mock-up was intended to investigate and what was discovered. Constructing several almost identical models without a test question may not demonstrate meaningful design development. Conversely, a simple paper model that reveals a crucial usability problem can be valuable. The type and number of models should follow the genuine needs of the project and teacher guidance. Any assessment materials must be produced by the candidate under authorised conditions, not by an external designer.

Do you know why prototype function matters more than appearance alone?

The resulting prototype should demonstrate how the proposed design works using appropriate technology. An attractive static model may not demonstrate a specified moving part or intended interaction. A functional prototype still needs safe construction and appropriate presentation. A good review asks which design specification is demonstrated by the prototype, what evidence supports its performance and what limitations remain. A student should not conceal a failed test or invent performance data. Honest evaluation enables improvement and shows understanding of the design process. School workshop rules and available resources determine what may be built and tested; no unsupervised hazardous fabrication is needed for home revision.

Do you know how Paper 2 is assessed?

The school assesses the Design Project internally and it is externally moderated using the official rubrics. The guidance covers planning and progress monitoring, formulation of design brief and specifications, idea generation and development, sketching, mock-ups, communication through the board and realisation of the prototype. This means marks do not come solely from a finished object’s appearance. A designer who can explain research, alternatives and reasoned decisions has useful evidence across several criteria. Families should review feedback from the actual coursework supervisor without modifying the candidate’s assessed work on their behalf. A grade claim made by an outside tutor cannot replace the official marking and moderation process.

Do you know why 70% coursework changes the learning plan?

The project is a substantial share of the subject and takes time across an extended period. Students need consistent progress, safe tool use, realistic planning and the ability to explain design decisions. Last-minute paper revision cannot substitute for weeks of authentic project work. At the same time, the one-hour written paper still contributes 30%. A pupil who understands the prototype they built should practise applying the same design and mechanism concepts to an unfamiliar diagram in writing. This develops transfer rather than dependence on the one object they know best. General practice outside assessed sessions should build skills without replacing school work.

Do you know why K124 is not G3 Design and Technology?

The G1 K124 paper gives 30% to a one-hour written exam and 70% to a twenty-week design project. G3 Design and Technology K345 has a different official scheme and demands. G3 Design Studies K376 is another separate qualification that emphasises visual communication, interiors and architecture and uses a school-restricted applied-subject route. The subjects share design thinking, but a resource aimed at one can mislead a pupil about paper lengths or project evidence for another. Identify the registered code before treating a workbook as an exact national mock. Broader creative learning can still enrich students without claiming the formats are interchangeable.

Do you know why this is not the Joint MOE–ITE Applied Subject?

The G1 2027 catalogue separately lists Mobile Robotics K130, Smart Electrical Technology K131 and Retail Operations K132 under Joint MOE–ITE Applied Subject Certification. Their PDFs explicitly state that they are not used for the Singapore–Cambridge SEC. K124 Design and Technology, however, is a regular SEC G1 Cambridge subject. This distinction is important when parents hear that both involve building or technical skills. The projects, supervising arrangements and certificate outcomes are different. A student can explore robotics or retail as enrichment, but should not assume those subjects substitute for the registered SEC Design and Technology qualification. Check official category headings, not just subject names.

Do you know how an eight-week K124 skill cycle might work?

Weeks 1–2 can practise user observation, needs analysis, 5W1H and brief/specification writing through harmless fictional examples. Weeks 3–4 can develop SCAMPER, freehand sketches, mock-up testing and appropriate drawings. Weeks 5–6 can strengthen material properties, input-process-output systems, controls and mechanisms using safe diagrams. Weeks 7–8 can rehearse the one-hour written paper while reviewing the teacher’s feedback on authentic school project progress. This is a support plan, not a way to complete the twenty-week coursework privately. Use fresh design situations to test whether principles have transferred. The student’s own reasoning and safe supervised making remain the centre of the qualification.

Do you know the essential K124 parent FAQs?

Is G1 D&T assessed only through a written paper? No, the one-hour written paper is 30% and a twenty-week individual Design Project is 70%. Are all five written questions compulsory? Yes; Questions 1–3 concern Design and Questions 4–5 focus on mechanisms and electronics. Does coursework include a journal, mock-ups and prototype? Yes, along with an A2 Presentation Board of up to two single-sided pieces. Does K124 have the same certificate as G1 Mobile Robotics K130? No, K130 is a separate Joint MOE–ITE Applied Subject. Is external adult completion of project work appropriate? No. School supervision and authentic candidate work matter. All proposed mini-cases here are original learning illustrations, not the actual SEC design project brief.

Official 2027 Design and Technology syllabus and related guidance

Parent next action: verify K124 on the school subject entry, then discuss one marked mechanism question and the pupil’s independent design thinking with the coursework supervisor. Support safe learning and organisation while keeping journal, prototypes and board genuinely the student’s assessed work.

Continue exploring the 2027 SEC syllabus series

The guides below cover distinct subjects and grade levels; consult each official registered subject code and syllabus rather than transfer examination formats across them.