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

Skills that use Creating digital content

  1. 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.

  2. 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.

  3. 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.

  4. 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).