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The digital skills in this qualification

1. Presenting a response to other people's work in a digital format

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

   In Unit 1 learners discuss the artistic choices in two works and evaluate them, and the specification lists audio and audio-visual presentations, PowerPoint, annotated photos, screenshots or videos, and blogs or vlogs as possible formats. Learners choose the format, so the digital demand depends on that choice.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils take a screenshot of a painting from an online gallery, place it on a slide and add three labels naming the colours, lines and shapes the artist used.

   Year 8

   Pupils build a four slide presentation on a dance video clip, with a screenshot of a key moment on each slide and a sentence saying what mood it creates.

   Year 9

   Pupils record a short narrated slideshow or vlog comparing two works from different art forms, choosing images and voiceover to explain why each artist made their choices.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 1, page 18; Summary of assessment, page 5

   “annotated photos, images, screenshots or videos”

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

   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.

2. Finding and crediting works from Wales and the world

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

   Learners explore expressive arts works from Wales and the wider world and select one piece in or inspired by Wales and one from outside Wales for Unit 1. Much of this research, and the suggested experience of professional work on screen, happens online, so learners need to search well and say where each work comes from. Appendix B maps the Citizenship strand to Unit 1.

   DCF: Sourcing, searching and planning digital content, Digital rights, licensing and ownership

   Getting pupils ready

   Year 7

   Pupils search a gallery or museum website for one Welsh artwork and write down its title, artist, date and web address under a picture of it.

   Year 8

   Pupils use a teacher made list of websites to find a song by a Welsh band and one from another country, and record a short reference list for both.

   Year 9

   Pupils find a professional dance or theatre clip online, check it is posted by the company or an official channel, and explain why they may use it in class but must not present it as their own.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Overview, page 10; Section 3.2, Unit 1, page 18; Opportunities for integration of learning experiences, page 16; Appendix B, page 30

   “Learners will explore a range of expressive arts works from Wales and the wider world.”

   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.

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

   • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

   Progression step 4

   • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

   • 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.

3. Creating and editing Digital Media and Film work

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

   Digital Media and Film is one of the five art forms learners can choose, described as creating and editing content with video, sound, graphics, animation and photography, with storyboarding and technical production skills. Learners who choose it make their Unit 2 piece or Unit 3 pieces digitally, and photography and digital art also appear under Art and Design.

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

   Getting pupils ready

   Year 7

   Pupils plan a six frame storyboard on paper, then shoot the six photographs on a tablet and put them in order with captions in a slideshow app.

   Year 8

   Pupils film a 30 second scene in groups from a storyboard and edit it in a simple video editor, trimming clips and adding a title and one sound effect.

   Year 9

   Pupils plan, film and edit a one minute trailer for an imaginary horror or comedy film, choosing music, cuts and text to suit the genre.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.1.1, page 11; Units 2 and 3, Sections 2.1.2 and 3.1.2, pages 13 and 15; Appendix A, pages 26 and 28

   “creating and editing content using digital technology, such as video, sound, graphics”

   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.

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

   Progression step 4

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

   • 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. Analysing camera, editing and sound choices in film

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

   Learners identify the basic techniques in works they study and understand why creators use them to communicate meaning or mood. For Digital Media and Film, Appendix A gives camera angles, shot types, editing and sound choices, with genres such as horror, documentary and trailer. They apply this in Unit 1 evaluations and when choosing existing work to inform Unit 3.

   DCF: Evaluating and improving digital content, Health and well-being

   Getting pupils ready

   Year 7

   Pupils watch a one minute film clip and tick off on a sheet each close up, long shot and high or low angle they spot.

   Year 8

   Pupils compare the opening of a horror film and a comedy, noting how editing pace and music change the mood in each.

   Year 9

   Pupils pause a film trailer at three moments and explain in writing or on a recording why the director chose that shot, cut or sound at that point.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.1.2, page 11; Unit 3, Section 3.1.1, page 14; Appendix A, page 28

   “Learners should be able to identify the basic techniques used in their selected works.”

   Progression step 3

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

   • I can comment on reasons for layout and content.

   Progression step 4

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

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

5. Designing sound and lighting for drama

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

   Drama includes designing as well as performing, and Appendix A lists sound design techniques such as recorded sounds, sound effects, volume and reverb or echo, and lighting design techniques such as intensity, fades and blackouts. Learners who take a design route in Unit 2 or Unit 3 can build and run these cues with sound editing software and a lighting desk, although the specification does not require digital tools.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils choose three free sound effects from a school approved library and play them at the right moments while classmates read a short ghost story aloud.

   Year 8

   Pupils edit a soundscape in Audacity for a short scene, fading the volume in and out and adding echo to one sound.

   Year 9

   Pupils plot a simple sequence of sound and lighting cues for a scene, with fades and a blackout, run it during a performance and change one cue after audience feedback.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.1.1, page 11; Appendix A, page 27; Units 2 and 3, Sections 2.1.2 and 3.1.2, pages 13 and 15

   “This includes performing and designing to create meaning and communicate to an audience.”

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

6. Producing a reflective log in a digital format

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

   In Unit 2 learners produce a reflective log on their response to the stimulus, their use of basic techniques and how well they communicated their intentions, saying what went well and what they could improve. The log can be written prose, an audio presentation, an audio-visual presentation or a PowerPoint presentation.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils keep a digital sketchbook for a short art project, adding a photograph of their work each lesson with one sentence on what they did.

   Year 8

   Pupils record a two minute audio diary after rehearsing a piece of music, saying what they practised, what went well and what to fix next time.

   Year 9

   Pupils build a slide based reflective log for a drama or dance piece, with dated photos or short clips, notes on the techniques used and a final slide on improvements.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Overview, page 12; Unit 2, Section 2.1.3, page 13; Section 3.2, Unit 2, page 18

   “There is no prescribed format for the reflective log.”

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

   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.

7. Working with others and sharing feedback on creative work

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

   Unit 3 gives learners the chance to develop practical skills individually or as part of a group, and the specification encourages giving and receiving feedback. Group work is permitted only where specified and each learner's contribution must be identifiable. Appendix B maps Interacting and Collaborating to Units 2 and 3, which suits shared online folders for footage, sound files and drafts.

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

   Getting pupils ready

   Year 7

   Pupils save their group's photos and notes for a short drama into a shared class folder, using a folder name the teacher sets.

   Year 8

   Pupils upload a rehearsal clip to a shared space and add two comments on a partner group's clip, one strength and one suggestion.

   Year 9

   Pupils run a group film or performance project in a shared online workspace, setting who can edit, keeping each member's tasks visible and acting on peer comments.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 3, Overview, page 14; Opportunities for integration of learning experiences, page 16; Section 3.3, page 19; Appendix B, page 30

   “develop their practical skills individually and/or as part of a group”

   Progression step 3

   • I can work with others to create an online collaborative project for a specific purpose, sharing and appropriately setting permissions for other group members, e.g. editing, commenting, viewing.

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

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

   Progression step 4

   • 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.

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

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