DCF Cymru Digital competence for Wales

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Foundation Creative and Media Production, and Technology

Foundation Creative and Media Production, and Technology is a two-year Entry Level and Level 1 course for learners in Years 10 and 11 who learn best through practical work, graded from Entry 1 Pass to Level 1 Pass. Unit 1 looks at Welsh creative media companies, audiences, job roles, regulators and ethics, and learners usually show this through digital posters, presentations, quizzes or podcasts. Unit 2, which carries most of the points, is digital almost throughout: learners plan, make and edit one media product in audio-visual, audio, interactive media or graphic design and publishing form, using cameras, smartphones, microphones and editing software, then save and export it. All evidence is submitted digitally. Key Stage 3 should build confident filming, recording, image editing and exporting for a named audience.

Awarding body
WJEC
Level
Entry Level and Level 1
First taught
September 2027
Amount of digital work
High
Specification
Open the specification
Next step up
VCSE Creative and Media Production, and Technology, Level 1 and Level 2
How this qualification is assessed
  • Unit 1: Introduction to Welsh creative media industries: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time of 9 hours (typically 7 to 9 hours), 40 of the 112 qualification points, assessed in centre and moderated by WJEC; 36 guided learning hours, intended to be taught first and available from summer 2028
  • Unit 2: Creative and media production tools and processes: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time of 38 hours (typically 25 to 38 hours), 72 of the 112 qualification points, assessed in centre and moderated by WJEC; 84 guided learning hours, available from summer 2029

The digital skills in this qualification

  1. Generating ideas with mood boards, mind maps and AI prompts

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

    In Unit 2 learners generate and develop ideas for a media product for a target audience using planning and idea development tools such as mood boards, mind maps, storyboards, sketches or mock-ups and scripts. The content also lists prompts in AI tools to generate initial ideas, and Level 1 learners select planning tools to develop and communicate their ideas clearly.

    DCF: Sourcing, searching and planning digital content, Creating digital content

    Getting pupils ready

    Year 7
    Pupils build a digital mood board in slide software for a short advert about their school, collecting images, colours and a font that suit Year 6 pupils.
    Year 8
    Pupils make a mind map in an online tool for a podcast idea, then type a prompt into an AI tool for three more ideas and note which one they would keep and why.
    Year 9
    Pupils respond to a short brief for a poster about a Welsh event by making a mood board and a digital mock-up, and add a note on how each choice suits the target audience.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.1, page 23; Assessment criteria 2.1.1 and 2.1.2, page 28

    “in AI tools to generate initial ideas”
    Progression step 3

    • I can independently create and plan work before beginning a digital task.

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
    Progression step 4

    • I can select and effectively use a variety of planning techniques.

  2. Planning a production with digital storyboards, shot lists and schedules

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

    In Unit 2 learners use pre-production tools such as storyboards, production schedules, shot lists or image lists and voice-over plans to plan and organise their product, and keep their planning safe and organised digitally or on paper. Level 1 learners create and follow a plan with realistic timescales, resources and responsibilities, and example tasks include using digital tools to build a production schedule.

    DCF: Sourcing, searching and planning digital content, Storing and sharing

    Getting pupils ready

    Year 7
    Pupils fill in a six-frame storyboard template in slide software for a 30 second clip, adding a sketch or photo and one line of description to each frame.
    Year 8
    Pupils plan a short film in a shared spreadsheet with a shot list of shot types and locations, and a simple schedule of who films what and when.
    Year 9
    Pupils produce a full pre-production pack for a one minute promotional video, with a storyboard, shot list, kit list and dated schedule saved in one organised folder, and update it after a test shoot.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.2, pages 23 and 24; Assessment criteria 2.2.1 and 2.2.3, page 29; Examples of tasks, page 34

    “use appropriate digital tools to create a plan/timeline/production schedule”
    Progression step 3

    • I can independently create and plan work before beginning a digital task.

    • I can manage files and folders locally or online, e.g. move files to a folder.

    Progression step 4

    • I can select and effectively use a variety of planning techniques.

  3. Filming video and recording sound with cameras, smartphones and microphones

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

    Learners who choose the audio-visual or audio form in Unit 2 record moving images with a camera or smartphone, changing shot type, framing, focus and lighting, or record live sound, sound effects and dialogue with a microphone or smartphone. Centres may need video and audio recording equipment, such as smartphones, video cameras, microphones and headphones, depending on the form chosen.

    DCF: Creating digital content

    Getting pupils ready

    Year 7
    Pupils film five short clips on a tablet showing a wide shot, a mid shot and a close up of a classmate, keeping the camera steady with a tripod.
    Year 8
    Pupils record a two minute interview on a smartphone with a clip-on microphone, checking framing and sound levels with headphones before they record.
    Year 9
    Pupils film and record a short advert from their own storyboard, choosing shot types, lighting and a quiet location, and recording a separate voice-over and sound effects.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.4, page 25; Resources required for assessment, page 22

    “Recording audio-visual/moving image using a camera or smartphone”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

  4. Taking photographs and designing layouts with typography and colour

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

    Learners who choose graphic design and publishing or interactive media in Unit 2 take photographs with a camera or smartphone, thinking about composition and lighting, write text with suitable language, typography and font, and create layouts and designs using colour and graphics. The resources list includes software for producing documentation, such as Adobe Creative Suite.

    DCF: Creating digital content

    Getting pupils ready

    Year 7
    Pupils take three photographs of the school grounds on a tablet using the rule of thirds and place the best one on a simple poster with a title in a clear font.
    Year 8
    Pupils design a magazine cover in a desktop publishing or graphics app, combining their own photograph, a masthead, cover lines and a colour scheme for teenage readers.
    Year 9
    Pupils design a double page leaflet promoting a local Welsh event, with their own photographs, a consistent type style and colour palette, and graphics placed on a grid.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.4, pages 25 and 26; Resources required for assessment, page 22

    “Taking photographs using a camera or smartphone”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can use software tools to enhance the outcomes for specific audiences.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

  5. Building an interactive webpage from templates

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

    Learners who choose interactive media in Unit 2 create multimedia products with still and moving images and interactive elements such as menus, a navigation bar and scrolling. They do not have to write code such as HTML and may use web design software or templates, but they are responsible for the content and design, and they test and fix the product through user testing and correcting errors.

    DCF: Creating digital content, Storing and sharing, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a three slide interactive presentation about a hobby, using action buttons and hyperlinks so a viewer can move between a menu and two pages.
    Year 8
    Pupils build a two page site in a template-based website builder with a navigation bar, their own images and a short embedded video, then check every link works.
    Year 9
    Pupils build a small website promoting a Welsh place for young visitors, ask two classmates to test it, and fix the broken links, typing errors and hard to read text they report.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.4 and LO2.5, pages 25 and 26

    “It is acceptable for learners to use web design software or templates for this option”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can create and share hyperlinks to local, network and online files.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

  6. Editing video, audio, images and text in post-production

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

    In Unit 2 learners use post-production tools to edit their product: adding transitions, effects and graphics to moving images, adjusting levels, trimming and layering audio, and using layers, filters, cropping, resizing, contrast and brightness on still images. Level 1 learners carry out a range of post-production processes to edit a complete product, using apps or software such as video, audio and image editing software.

    DCF: Creating digital content

    Getting pupils ready

    Year 7
    Pupils crop, resize and brighten a photograph in an image editor and add a filter, comparing the edited version with the original.
    Year 8
    Pupils edit their own clips into a 45 second video in a video editing app, trimming each clip, adding two transitions and a title caption.
    Year 9
    Pupils edit a short advert with layered music and voice-over, balancing the audio levels, adding graphics and effects, and cutting the pace to suit the audience.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.5, page 26; Assessment criterion 2.5.1, page 31; Examples of tasks, page 36

    “Use basic post-production tools and processes to edit creative”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

  7. Saving, exporting and organising media files

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

    In Unit 2 post-production includes saving work in progress, saving in an appropriate format and exporting the final product, and example tasks ask learners to save, export and organise material once the production is complete. Health and safety rules in pre-production include keeping files saved securely, and Level 1 learners show awareness of digital file security.

    DCF: Storing and sharing

    Getting pupils ready

    Year 7
    Pupils set up a project folder with subfolders for images, audio and final work, save their poster into it and find it again by searching.
    Year 8
    Pupils save numbered versions of a video edit as they work, then export the finished video as an MP4 and upload it to the class online storage.
    Year 9
    Pupils keep a whole media project organised across devices, restore an earlier version after a mistake, and export final files in suitable formats for web and print.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.2 and LO2.5, pages 24 and 26; Assessment criterion 2.2.4, page 29; Examples of tasks, page 36

    “save, export and organise material once the production is complete”
    Progression step 3

    • I can manage files and folders locally or online, e.g. move files to a folder.

    • I can search for specific files.

    Progression step 4

    • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

  8. Respecting copyright and permissions in their own productions

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

    In Unit 2 learners make sure ethical and regulatory factors are considered during planning, such as using copyright-free images and asking permission before recording, and apply this awareness of copyright and permissions during production. Entry 3 learners understand simple copyright or permission issues, and Level 1 learners show awareness of health and safety, copyright and digital file security.

    DCF: Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils find three images for a poster on a copyright-free image site and record where each came from in a credits box.
    Year 8
    Pupils write a short permission form for classmates who appear in their video and use only royalty-free music in the edit.
    Year 9
    Pupils check every image, sound and clip in their project against a copyright checklist, replace anything they cannot use and explain why in a short note.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.2 and LO2.4, pages 24 and 25; Assessment criterion 2.2.4, page 29

    “using copyright-free images and asking permission before recording”
    Progression step 3

    • I can understand that copying the work of others and presenting it as my own is plagiarism.

    • I can understand that images can be edited digitally and can discuss rights and permissions associated with this.

    Progression step 4

    • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

    • I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.

  9. Understanding media regulation and ethical issues

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

    In Unit 1 learners learn the role of regulatory bodies such as the BBFC, PEGI, Ofcom and the ASA, and the key ethical considerations when producing a media product, including privacy, fair representation and diversity, accuracy and the use of AI. Level 1 learners explain the roles of at least two regulatory bodies and at least two ethical considerations.

    DCF: Identity, image and reputation, Digital rights, licensing and ownership, Health and well-being, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils match age rating symbols from PEGI and the BBFC to games and films they know and say what each rating means.
    Year 8
    Pupils look at an edited advert photograph and an AI generated image and discuss whether each is fair and accurate, and who could complain to the ASA.
    Year 9
    Pupils review a short online video for privacy, representation and accuracy, and make an infographic explaining which regulator would deal with each problem.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, LO1.4, page 14; Assessment criteria 1.4.1 and 1.4.2, page 16

    “Key ethical considerations when producing a creative media product”
    Progression step 3

    • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    • I can understand that images can be edited digitally and can discuss rights and permissions associated with this.

    Progression step 4

    • I can identify stereotypes and their impact in a range of media.

    • I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.

  10. Analysing how media products appeal to their audiences

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

    In Unit 1 learners learn what a target audience is, how audiences are categorised by age, interests, cultural background or media consumption habits, and how products appeal through visuals, audio, text, interactivity, layout and design. Level 1 learners identify the different ways two named Welsh creative media products appeal to their target audiences.

    DCF: Health and well-being

    Getting pupils ready

    Year 7
    Pupils label a game cover and a film poster with the colours, images and words that are meant to catch a young viewer's eye.
    Year 8
    Pupils keep a one week log of the apps, channels and games they use and make a digital profile of themselves as a media consumer.
    Year 9
    Pupils compare the websites or social media pages of two Welsh broadcasters, such as S4C, and annotate screenshots to show how each one targets its audience.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, LO1.2, page 13; Assessment criteria 1.2.1 and 1.2.2, page 15

    “How creative media products appeal to audiences”
    Progression step 3

    • I can identify marketing elements designed to draw my attention.

    Progression step 4

    • I can reflect on the role of digital media in my life and habits.

  11. Using creative techniques to appeal to an audience

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

    In Unit 2 learners use creative techniques in their own product to appeal to the target audience, such as content of images, pace of editing and slogans in a TV advert, or layout, images and graphics on a webpage. Level 1 learners use a range of techniques and explain two ways the complete product would appeal to its target audience.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make two versions of a digital poster for the same club, one for parents and one for Year 7, changing font, colours and images.
    Year 8
    Pupils edit a 30 second advert twice, once with fast cuts and upbeat music and once with slow cuts, and say which suits a teenage audience better.
    Year 9
    Pupils produce a short promotional product for a set audience and annotate it to explain how the images, pace, typography and slogan were chosen to appeal.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.6, page 27; Assessment criteria 2.6.1 and 2.6.2, page 32

    “Use creative techniques to appeal to an audience in a media”
    Progression step 3

    • I can use software tools to enhance the outcomes for specific audiences.

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

  12. Gathering feedback, including from AI tools, and improving the work

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

    In Unit 2 learners find out where feedback comes from, including teachers, classmates, self-reflection and AI tools, pick out areas for improvement and change their plans, for example by changing colours, layout or text or re-recording clips. Level 1 learners review feedback from at least two separate sources and refine their pre-production work, explaining how the changes improve it.

    DCF: Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils share a digital poster with a partner, who adds two comments in the shared document, and pupils make one change in response.
    Year 8
    Pupils ask an AI tool for feedback on a storyboard, compare it with comments from a classmate and decide which two suggestions to act on.
    Year 9
    Pupils collect feedback on a draft video from a teacher, peers and an AI tool, make changes, and show the before and after versions with a reason for each change.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.3, pages 24 and 25; Assessment criteria 2.3.1 to 2.3.3, page 30; Examples of tasks, page 35

    “use prompts to ask AI tools for simple feedback on creative media work”
    Progression step 3

    • I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

    • I can explain reasons for layout and content of my own work and the work of others.

    Progression step 4

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

  13. Researching Welsh media companies and presenting findings digitally

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

    In Unit 1 learners learn about Welsh creative media companies such as S4C, ITV Cymru, Boom Cymru and Wales Interactive, the purpose of their products, job roles and post-16 routes. Example tasks include researching companies and presenting findings as a poster, infographic, presentation or podcast, and making interactive digital quizzes.

    DCF: Sourcing, searching and planning digital content, Creating digital content

    Getting pupils ready

    Year 7
    Pupils search the S4C website for three programmes for young people and present them on one slide with an image and a sentence about each.
    Year 8
    Pupils research a Welsh games or TV company with set search terms, list their sources and make an infographic about what it makes and why.
    Year 9
    Pupils research a creative media job role in Wales from careers websites, check the sources are reliable, and record a short podcast explaining the role and the route into it.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, LO1.1 and LO1.3, page 13; Examples of tasks, pages 17 and 19

    “research Welsh creative media companies and present their findings”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

Good to know

Links with other qualifications

The specification names the WJEC VCSE Creative and Media Production, and Technology as the next step after a Level 1 Pass. The VCSE shares the same skills: pre-production planning with storyboards and schedules, filming, recording, photography, editing, copyright, regulation, AI and appeal to a target audience. It steps them up from one teacher-set product in a single media form to WJEC-set briefs, a separate pre-production NEA and a multi-modal promotional campaign that combines an audio-visual or audio element with an interactive or graphic design element, with a production journal and a one hour sector test. Filming, editing and media regulation also link with GCSE Digital Media and Film, and image editing and web design link with GCSE Digital Technology.

Source: WJEC Entry Level/Level 1 Foundation Creative and Media Production, and Technology specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).