DCF Cymru Digital competence for Wales

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Foundation Digital Technology

Foundation Digital Technology is a two year Entry Level and Level 1 qualification for learners aged 14 to 16 who need an accessible route into the subject, and it leads on to GCSE Digital Technology. Digital work runs through every unit. Unit 1 is three short topic tests on digital systems, online safety and digital careers and working practices. In Unit 2 learners collect audience data, set up and analyse it in a spreadsheet, then plan, build and demonstrate a computer game, interactive quiz or interactive storybook. In Unit 3 they plan a digital video with a mood board and storyboard, edit text, photos, graphics and footage, export it and demonstrate their skills in a screen recording. The skills to practise in Key Stage 3 are spreadsheets, block coding and media editing.

Awarding body
WJEC
Level
Entry Level and Level 1
First taught
September 2027
Amount of digital work
High
Specification
Open the specification
How this qualification is assessed
  • Unit 1: The Digital World: Three digital topic tests of 20 minutes each (1 hour in total), 30%, 60 marks, set and marked by WJEC, taken in digital or paper format within a four week window under invigilated conditions
  • Unit 2: Designing Digital Solutions: Non-examination assessment, suggested timing of approximately 16 hours, 35%, 70 marks, set by WJEC, marked by the centre and moderated by WJEC, assignment brief available via the WJEC Portal
  • Unit 3: Creating and Communicating with Digital Media: Non-examination assessment, suggested timing of approximately 14 hours, 35%, 70 marks, set by WJEC, marked by the centre and moderated by WJEC, assignment brief available via the WJEC Portal

The digital skills in this qualification

  1. Setting up a spreadsheet with data types and validation

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

    In Unit 2 learners collect data about their audience through forms, surveys or observations, then create a formatted spreadsheet ready to enter it. Appendix A lists the skills by level, from fonts, borders and basic data types to merged cells, currency and date types, drop down menus, custom validation rules and error messages.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils copy the results of a class survey on favourite games into an Excel sheet, format the headings in bold with fill colours and borders, and check by eye that no cells are blank.
    Year 8
    Pupils build a Microsoft Forms survey about school lunches, export the responses to Excel, set each column to the right data type and add a drop down list for year group.
    Year 9
    Pupils design a data entry sheet for a club sign up with currency and date columns, custom validation rules and their own error message, then test it by trying to enter wrong values.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.1.1 and 2.1.2, pages 19 and 20; Appendix A, pages 36 and 37

    “prepare a spreadsheet ready to enter and analyse data”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    Progression step 4

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

  2. Analysing audience data with sorting, filtering, formulas and charts

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

    Learners analyse their audience data to find patterns, using sorting, filtering, searching and conditional formatting, and create charts such as line, pie, bar and pictogram to show audience needs. Appendix A moves from sorting and a basic chart to COUNT and SUM formulas, multiple filters, conditional formatting with several rules and labelled pie or line charts at Level 1, and learners extract key findings to shape their product.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils sort a ready made Excel table of class pets by type and make a simple bar chart of how many of each there are.
    Year 8
    Pupils filter survey results in Excel to show one year group, use COUNTIF and SUM to total the answers and make a bar chart with a title and axis labels.
    Year 9
    Pupils analyse their own audience survey with filters on two fields, conditional formatting with more than one rule and a labelled pie chart, then write three key findings that will change their design.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.1.3, page 20; Appendix A, pages 37 and 38

    “create suitable charts to show audience needs using”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    Progression step 4

    • I can perform analysis on simple data sets including grouping data as appropriate.

    • I can analyse large data sets and identify trends where appropriate.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

  3. Setting project goals and designing an interactive product

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

    Learners set realistic project goals for their interactive digital product that reflect audience needs and their data findings. They then design its visual aspects (colour schemes, layout, typography), sound aspects (music, effects, narration) and technical aspects (software and hardware requirements), showing the audience's needs through their designs.

    DCF: Sourcing, searching and planning digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils sketch the start screen of a Scratch game on paper, labelling the colours, font and where the buttons go.
    Year 8
    Pupils write three goals for a quiz for Year 6 pupils and draw a screen design in PowerPoint showing the colour scheme, typography and the sound effects they plan to use.
    Year 9
    Pupils turn findings from a survey into goals for a game, then produce a design sheet covering visual, sound and technical aspects, including the software and hardware it needs.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.2.1 and 2.2.2, page 21

    “Learners should be able to develop realistic project goals for”
    Progression step 3

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

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

    Progression step 4

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

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

  4. Programming game, quiz or story behaviour

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

    Learners build a computer game, interactive quiz or interactive storybook and control its behaviour, such as player movement, game logic, scoring, lives, quiz logic and story branching. Appendix A steps this up from arrow key movement, simple loops and linear navigation to collision detection and automated enemies, then score and lives variables, broadcast messages, random spawning, input validation and timed events at Level 1.

    DCF: Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils make a sprite move with the arrow keys in Scratch and use a forever loop so it bounces off the edge of the stage.
    Year 8
    Pupils add collision detection to a Scratch game so touching a coin hides it and plays a sound, and touching an enemy sends the player back to the start.
    Year 9
    Pupils build a Scratch game with score and lives variables, an enemy that spawns at a random x and y position, and a broadcast message that switches to a win or lose screen.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.3.1 (a), (b) and (c), pages 22 and 23; Appendix A, pages 36 and 37

    “control computer game behaviour, such as:”
    Progression step 3

    • I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.

    • I can understand the importance of the order of statements within algorithms.

    Progression step 4

    • I can create a simple model or self-contained algorithm.

    • I can identify repeating patterns within an algorithm and use iteration to make the algorithm more efficient.

  5. Adding visuals, sound and menu screens to an interactive product

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

    Learners use sprites, characters, collectable objects, images and backgrounds, add sound effects and background music, and create intuitive interface elements such as menu, win, lose, option and end screens. In a quiz or storybook this includes consistent layouts, hyperlinked answers, speech bubbles and transitions.

    DCF: Creating digital content

    Getting pupils ready

    Year 7
    Pupils make a three page PowerPoint story with a background on each slide, Next and Back action buttons and a sound that plays on click.
    Year 8
    Pupils build a PowerPoint quiz on a master slide layout with hyperlinked right and wrong answer buttons, sound feedback and a Try Again screen.
    Year 9
    Pupils add a menu screen, a win screen and a lose screen to their Scratch game, with imported sprites, background music and effects that suit their chosen audience.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.3.1 (a), (b) and (c), pages 22 and 23; Appendix A, page 36

    “creating intuitive, interactive and engaging interface”
    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.

  6. Testing, demonstrating and reflecting on digital products

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

    Assessment objective AO4 asks learners to develop, test and evaluate digital products. In both NEA units they demonstrate their digital skills in a screen recording, showing appearance and functionality such as control behaviour, artwork, sound and progression between stages, then reflect on whether audience needs, goals and success criteria were met and what could be improved.

    DCF: Problem-solving and modelling, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils swap Scratch projects with a partner, try each control, note what worked and record a short screen clip of their game running.
    Year 8
    Pupils fix a Scratch game with three planted bugs, such as a score that never resets, then make a screen recording showing each feature and say which goal they met.
    Year 9
    Pupils test their own quiz or game against a test plan, fix the faults, record a screen recording of every skill used and write a reflection against each goal with improvements.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.1, page 27; Unit 2, Sections 2.4.1 and 2.4.2, page 23; Unit 3, Sections 3.3.1 and 3.3.2, page 26

    “Demonstrate digital skills in a screen recording”
    Progression step 3

    • I can understand the importance of the order of statements within algorithms.

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

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

    Progression step 4

    • I can detect and correct errors in algorithms.

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

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

  7. Planning and designing a digital video

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

    In Unit 3 learners plan a video on a theme of their choice, setting its purpose, audience needs, success criteria, tasks, deadlines and contingencies, and resources. They plan its style in a digital mood board (colour schemes, layout, fonts, style and digital assets), then create wireframes, mock-ups or storyboards annotated with the visual, sound and technical aspects they intend to use.

    DCF: Sourcing, searching and planning digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a mood board in PowerPoint or Canva for a one minute video about their school, with images, two colours and one font, and list the tasks with a deadline for each.
    Year 8
    Pupils plan a video advert for a school event with its purpose, audience and three success criteria, and draw a six frame storyboard labelling the shot, on screen text and sound in each frame.
    Year 9
    Pupils produce a project plan with deadlines and contingencies, a digital mood board and an annotated storyboard, explaining how each choice of colour, font, sound and transition suits the audience.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Sections 3.1.1, 3.1.2 and 3.1.3, pages 24 and 25

    “a digital mood board, to reflect project success criteria and”
    Progression step 3

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

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

    Progression step 4

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

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

  8. Editing text, photos and graphics as digital assets

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

    Learners collect and select digital assets, then prepare them with text, photo and graphic editing skills to improve the look of their video. Appendix B moves from brightness, crop, basic shapes and font colour to filters, captions, layers, gradients and opacity, and then cloning, compositing, transparent backgrounds, vector points and masking at Level 1.

    DCF: Creating digital content

    Getting pupils ready

    Year 7
    Pupils crop, rotate and brighten a photo in Photos or Photopea and add a title in a contrasting font colour.
    Year 8
    Pupils make a poster graphic in Canva or Photopea using layers, a two colour gradient, a semi transparent shape and a caption over a photo.
    Year 9
    Pupils composite two images in Photopea, remove a simple background to leave a transparent cut out and build a logo by editing the vector points of a shape.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Sections 3.2.1 and 3.3.1, pages 25 and 26; Appendix B, pages 39 and 40

    “prepare digital assets using suitable digital skills”
    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.

  9. Editing and exporting a digital video

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

    Learners create a digital video that meets audience needs and follows their plans and designs, then export the digital assets and the finished video in a suitable format. Appendix B moves from trimming, sequencing and volume to transitions, music, text overlays and voiceover, and then split cuts, audio mixing, picture in picture, green screen and keyframing at Level 1, with saving as PNG or JPG chosen to suit the image.

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

    Getting pupils ready

    Year 7
    Pupils trim and order four clips in Clipchamp, mute the clip sound and add background music to make a 30 second video.
    Year 8
    Pupils add fade transitions, a title overlay and a recorded voiceover to a short video, then export it as an MP4.
    Year 9
    Pupils film against a green screen, remove the background, lower the music under their voiceover, add a Ken Burns movement to a photo and export the video and a transparent PNG logo.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.2.1, page 25; Appendix B, pages 39 and 40

    “export relevant digital assets and”
    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 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 use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

    Progression step 5

    • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

  10. Knowing hardware, software, storage, networks and cloud computing

    Assessed: In the exam

    Learners know the purpose of hardware such as the motherboard, CPU, GPU and RAM, types of storage media, software including operating systems and firmware, and the network hardware and connections needed to link devices. They also understand cloud computing and cloud storage and the benefits of secure storage, scalability and flexibility, all tested in Unit 1.

    DCF: Storing and sharing

    Getting pupils ready

    Year 7
    Pupils label the parts of an opened up computer on a diagram, including the CPU, RAM and storage, and save the diagram to a named OneDrive folder.
    Year 8
    Pupils compare a USB stick, a hard drive, a DVD and OneDrive in a table for capacity, speed and portability, and upload a file to cloud storage.
    Year 9
    Pupils draw a network diagram of their classroom with a router, switch, wired and wireless links, and restore an earlier version of a file from cloud storage to show one benefit of the cloud.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Sections 1.1.2 and 1.1.3, pages 13 and 14

    “Learners should know the components and purpose of”
    Progression step 3

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

    • I can upload files from a local drive to online storage.

    Progression step 4

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

  11. Protecting personal information and behaving responsibly online

    Assessed: In the exam

    Learners understand how digital interactions create active and passive digital footprints, how a footprint can affect their future and how to keep personal details private with passwords, privacy settings, MFA and VPNs. They also learn responsible social media use, the impact of cyberbullying and ways to deal with it such as reporting and blocking, and how to recognise phishing, scams and fake websites.

    DCF: Online behaviour and online bullying, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils sort cards of online actions into active and passive footprints, and practise how to block and report the sender of an unkind message.
    Year 8
    Pupils check the privacy settings on a mock social media profile and spot the warning signs in five example phishing emails and fake website screenshots.
    Year 9
    Pupils review a fictional job applicant's online posts as an employer would, rewrite three to show a positive image, and make a guide for younger pupils on dealing with cyberbullying and scams.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Sections 1.2.1 and 1.2.2, pages 14 and 15

    “suitable ways to deal with cyberbullying, such as:”
    Progression step 3

    • I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.

    • I can understand how to protect myself from online identity theft, e.g. identifying secure sites, phishing, scam websites.

    • I can identify the benefits and risks of giving personal information and device access to different software.

    Progression step 4

    • I can understand that I have a digital footprint and that this information can be searched, copied and passed on.

    • I can use strategies for guarding myself against identity theft and online scams that try to access my personal information.

    • I can act appropriately online, keeping myself safe and behaving in a responsible manner.

    Progression step 5

    • I can build a positive reputation in the context of employment prospects, e.g. use social media responsibly.

  12. Using technology safely and healthily at home and at work

    Assessed: In the exam

    Learners know how to manage screen time, protect wellbeing and keep devices secure with updates, antivirus software and secure networks. In the workplace topic they know physical, environmental and wellbeing risks such as poor posture, eye strain and repetitive strain injury, and practices such as ergonomic workspace set up and regular breaks.

    DCF: Health and well-being

    Getting pupils ready

    Year 7
    Pupils keep a screen time diary for a week and suggest one offline activity to balance it.
    Year 8
    Pupils check a classroom computer setup against an ergonomics checklist covering chair height, monitor position and lighting.
    Year 9
    Pupils produce a health and safety poster for an office covering eye strain, posture, cable hazards and device security, with a way to prevent each risk.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.2.3, pages 15 and 16; Section 1.3.3, pages 17 and 18

    “balancing online and offline life”
    Progression step 3

    • I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.

    Progression step 4

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

    • I can demonstrate healthy online behaviours and identify unacceptable behaviour.

    Progression step 5

    • I can take reasonable steps to avoid health problems caused by the use of technology and suggest strategies to prevent or reduce the problems, both physical and psychological.

  13. Understanding digital services, careers and working practices

    Assessed: In the exam

    Learners know the purpose of everyday digital services such as NHS apps, virtual classrooms, GPS navigation and streaming, and the roles and skills of digital jobs such as IT support technician and content creator. They understand working practices such as video call etiquette, naming files and folders, backing up and tracking versions, collaborating online and logging in securely.

    DCF: Health and well-being, Communication, Storing and sharing, Collaboration

    Getting pupils ready

    Year 7
    Pupils list the digital services their family uses in a week, sort them by purpose and save the list in a named OneDrive folder.
    Year 8
    Pupils edit a shared PowerPoint with a partner, set edit or view permissions and compare when a video call is better than an email.
    Year 9
    Pupils run a small group project in Teams with shared files, restore an earlier draft from version history and match digital jobs to the skills they need.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Sections 1.1.1, 1.3.1 and 1.3.2, pages 12, 16 and 17

    “track work with versions”
    Progression step 3

    • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

    • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

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

    Progression step 4

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

    • I can independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g. making use of online technology to share and present ideas to others.

Good to know

Links with other qualifications

The qualification is designed as a route onto GCSE Digital Technology, and its units match the GCSE closely in a simpler form. The GCSE asks learners to clean and analyse a WJEC data set with formulas, filters and pivot tables, build a multi page website in HTML and CSS plus a game or 2D animation, and edit media into a marketing video, while the Foundation keeps to the learner's own small audience survey, one block based game, quiz or storybook and a short video. The online safety and digital footprint content links with Personal and Social Education, and the spreadsheet charts support Mathematics and Numeracy.

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