DCF Cymru Digital competence for Wales

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Foundation Public Services

Foundation Public Services is a two unit, portfolio assessed Entry Level and Level 1 qualification for learners aged 14 to 16 who want to find out about the police, fire and ambulance services, councils, the Armed Forces and voluntary groups. Its one directly digital learning outcome is LO1.3 in Unit 1, where learners name digital platforms such as websites, apps, social media and email and describe how public services use them to communicate, and Unit 2 adds the radios, tablets, drones and public warning systems services use at incidents. Most other digital work sits in the suggested tasks, such as online news research, digital posters, a mock website and a mock social media campaign, and all portfolio evidence must be submitted digitally.

Awarding body
WJEC
Level
Entry Level and Level 1
First taught
September 2027
Amount of digital work
Medium
Specification
Open the specification
Next step up
VCSE Public Services, Level 1 and Level 2
How this qualification is assessed
  • Unit 1: Introduction to the Public Services Sector: Centre-marked non-examination assessment, portfolio of evidence from teacher-set activities, maximum assessment time 9 hours (typically 7 to 9 hours), 48 guided learning hours, 72 of the 152 qualification points, criteria at Entry 1, Entry 2, Entry 3 and Level 1, assessed in the centre and moderated by WJEC, available from summer 2028
  • Unit 2: Public Services in Action: Centre-marked non-examination assessment, portfolio of evidence from teacher-set activities, maximum assessment time 15 hours (typically 11 to 15 hours), 72 guided learning hours, 80 of the 152 qualification points, criteria at Entry 1, Entry 2, Entry 3 and Level 1, assessed in the centre and moderated by WJEC, available from summer 2029

The digital skills in this qualification

  1. Describing how public services use digital platforms to communicate

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

    In Unit 1, LO1.3, learners name digital platforms that public services use, such as the NHS Wales app, council websites and police social media, and at Level 1 describe with examples how they are used to share information, take reports and support communities. The content also notes that the Welsh Language Standards require digital services to be available in Welsh and English. Suggested Level 1 tasks ask learners to decide which platform a service would use in a given situation and why.

    DCF: Communication, Health and well-being

    Getting pupils ready

    Year 7
    Pupils look at screenshots of their council website and the NHS Wales app and list three things each one lets people do, such as report a missed bin or book an appointment.
    Year 8
    Pupils compare a police social media post, a council web page and an email newsletter about the same local event, and say which one reaches people fastest and why.
    Year 9
    Pupils are given three situations, a missing person, a flood warning and a change to bin collections, choose the best digital platform for each in a short table and check whether the service offers it in Welsh and English.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, LO1.3 content, page 16; Unit 1, assessment criteria 1.3.1 and 1.3.2, page 23; Unit 1, examples of tasks LO1.3, page 30

    “Public services use digital platforms, such as websites, apps, social media and email”
    Progression step 3

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

    Progression step 4

    • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

  2. Knowing the digital equipment services use at incidents

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

    In Unit 2, LO2.3, learners describe and at Level 1 explain the resources different services bring to an incident. The lists include communication equipment such as tablets, radios and mobile phones, drones, control rooms and public warning systems that use sirens, social media and websites.

    DCF: Health and well-being, Communication

    Getting pupils ready

    Year 7
    Pupils sort picture cards of police, fire and ambulance equipment into digital and non-digital, and say what a radio, a tablet and a drone are each used for.
    Year 8
    Pupils watch a short news clip of a flood response, note each piece of technology they see, such as radios, drones and text or siren warnings, and write the job it does.
    Year 9
    Pupils plan the communication kit for a mock incident at a school sports day, choosing between radios, mobile phones and a social media warning, and give one advantage and one drawback of each.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.3 content, pages 41 and 42; Unit 2, assessment criterion 2.3.2, page 46

    “communication equipment such as, tablets, radios, mobile phones”
    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.

    Progression step 4

    • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

  3. Finding information on approved websites and online news

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

    Suggested tasks across both units have learners use approved websites, printed screenshots and online news outlets such as BBC Wales and ITV News Wales to find examples of public service organisations, career pathways, digital communication and local incidents. At Level 1 learners research independently, for example four digital platforms or incidents locally, in Wales, the UK and internationally, and present what they find.

    DCF: Sourcing, searching and planning digital content, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils use a teacher's list of approved websites to find two facts about their local fire and rescue service and note which site each fact came from.
    Year 8
    Pupils search BBC Wales News for a local incident with two different sets of keywords, bookmark the article and say whether it was an emergency, a non-emergency or a large-scale event.
    Year 9
    Pupils research one public service career across three sites, such as the service's careers page, Careers Wales and a news report, list the sources and say which they trust most and why.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, examples of tasks LO1.1, LO1.3 and LO1.5, pages 28, 30 and 32; Unit 2, examples of tasks LO2.1, page 50

    “use approved websites or printed screenshots to find examples of digital communication”
    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 think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    Progression step 4

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

  4. Creating digital posters, infographics and presentations

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

    Many suggested tasks ask learners to make posters, leaflets, information sheets, infographics and short presentations, and several say these can be made digitally. Entry 3 learners might digitally present screenshots of news articles or design a digital poster for display on digital screens, and Level 1 learners might produce an information guide or a short news report presentation.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a one page poster in PowerPoint or Canva showing three public services, using images, labels and a clear heading.
    Year 8
    Pupils create an infographic showing which public service attends which kind of incident, using icons, a colour key and cropped screenshots of real news headlines.
    Year 9
    Pupils design a digital screen poster for a fire safety message, test it on a classmate from across the room and improve the font size and layout from the feedback.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, examples of tasks LO2.1, LO2.2, LO2.5 and LO2.6, pages 50, 51, 54, 55 and 56; Unit 1, examples of tasks LO1.3, page 30

    “Learners design a digital poster to be displayed on digital screens”
    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.

    • 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.

  5. Building a simple information website

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

    A suggested Level 1 task for LO2.2 has learners develop a website, using programs available through Hwb, as a mock information page that signposts people in their local area to the right public service for non-emergencies, emergencies and large-scale events. This needs planning pages, writing short content and linking to services.

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

    Getting pupils ready

    Year 7
    Pupils build a one page Google Site about school safety contacts with a heading, an image and a short paragraph.
    Year 8
    Pupils add three pages to a Google Site, one each for emergencies, non-emergencies and planned events, with buttons that link between the pages.
    Year 9
    Pupils sketch a site map, then build a mock local help website that signposts 999, 101, 111 and the council with hyperlinks to the real services, and check that every link works.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, examples of tasks LO2.2, page 51

    “which could be a mock information page for individuals in their local area”
    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 create and share hyperlinks to local, network and online files.

    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.

  6. Planning a mock social media campaign

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

    A suggested Level 1 task for LO2.4 has learners develop a mock social media campaign for a public service, such as fire service firework safety before bonfire night or a council campaign on fly tipping, to show skills including using digital platforms to communicate with communities. The specification's cover notes that plans to restrict social media use by under 16s may affect some qualifications, so a mock campaign that is not published suits this age group.

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

    Getting pupils ready

    Year 7
    Pupils look at three real public service social media posts and pick out what grabs attention, such as the image, the headline or a hashtag.
    Year 8
    Pupils design one mock post, not published, warning about firework safety, with an image, fewer than 40 words and the message in Welsh and English.
    Year 9
    Pupils plan a three post mock campaign for the council on fly tipping across one week in a template, say who each post is aimed at and change one post after peer feedback.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.4 content, page 43; Unit 2, examples of tasks LO2.4, page 54; cover, page 1

    “Learners develop a mock social media campaign for one of the public services”
    Progression step 3

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

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

    • 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.

  7. Understanding online harassment and internet safety

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

    In Unit 2, LO2.2, malicious communications and harassment using social media are listed as non-emergency incidents the police respond to, so learners link online behaviour to the public services that deal with it. A suggested Level 1 task for LO2.4 has learners give a presentation to their class on the importance of internet safety.

    DCF: Online behaviour and online bullying, Health and well-being

    Getting pupils ready

    Year 7
    Pupils sort example online messages into friendly, unkind and threatening, and practise blocking and reporting on a mock app screen.
    Year 8
    Pupils discuss a case of repeated abusive messages and decide when to tell the platform, a trusted adult or the police on 101.
    Year 9
    Pupils prepare and give a short presentation to a younger class on staying safe online, explaining how harassment using social media can become a police matter.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.2 content, page 38; Unit 2, examples of tasks LO2.4, page 54

    “malicious communications and/or harassment using social media”
    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 recognise language that could be deemed to be offensive (including racist, sexist, homophobic and transphobic language) in online activities.

    Progression step 4

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

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

    • I can identify ways of reporting unacceptable online behaviour.

  8. Completing and designing online forms and questionnaires

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

    In Unit 1, LO1.7, suggested Entry 2 and Entry 3 tasks have learners complete an application form or online questionnaire about their skills and suitability for a public service role. In Unit 2, LO2.6, an Entry 3 task has learners design a questionnaire for community members or public service workers about the impact of incident management, which can be built as a simple online form.

    DCF: Data and information literacy, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils fill in a Microsoft Form about their skills and interests, checking each answer and deciding which personal details are safe to give before they submit.
    Year 8
    Pupils build a five question Microsoft Form with multiple choice and rating questions on how safe pupils feel around school, and test it with a partner.
    Year 9
    Pupils design an online questionnaire on how a local incident was handled, share it with their class, then read the automatic charts and pick out the main finding.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, examples of tasks LO1.7, page 34; Unit 2, examples of tasks LO2.6, page 56

    “complete a basic application form or online questionnaire”
    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 identify the benefits and risks of giving personal information and device access to different software.

    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.

  9. Building a digital portfolio of evidence

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

    All evidence for both units must be submitted digitally, so paper work and practical activities such as role plays are scanned, photographed or filmed. Evidence can include photographs, video and audio recordings and digital media, compiled into a portfolio with a Learner Assessment Record showing where each piece of evidence is located.

    DCF: Storing and sharing, Creating digital content

    Getting pupils ready

    Year 7
    Pupils photograph their paper poster, upload it to a named folder in OneDrive or Google Drive and give the file a clear name.
    Year 8
    Pupils film a two minute role play on a tablet, trim the start and end, and save it with the matching worksheet in an organised class folder.
    Year 9
    Pupils keep a digital portfolio for a project with a contents page showing where each piece of evidence is, and use version history to recover an earlier draft when needed.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.3, Evidence requirements, page 59

    “these should be scanned, photographed or filmed so that a clear digital version can be submitted”
    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.

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

Good to know

Links with other qualifications

The specification names VCSE Public Services as the Level 1/2 progression route. The Foundation shares its knowledge of how public services use digital communication, such as social media, websites, radios, tablets, drones and public warning systems, and its digital submission of evidence. VCSE Public Services steps this up with an external sector test that can be taken on screen, online research into a local wellbeing issue with referenced sources, and either recording and analysing fitness test data or planning a community project with digital tools and analysing survey feedback in a spreadsheet. The online research, safety messages and incident work also link with GCSE Social Studies, and the online safety content with GCSE Digital Technology.

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