← All qualifications

Skills that use Evaluating and improving digital content

1. Creating presentations, infographics and videos as evidence

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

   The example tasks for Unit 1 suggest Level 1 learners prepare a presentation on retail models, create a video walking through their features or produce an infographic on retail locations. These tasks are not mandatory, but the evidence list allows digital media, and they give learners a chance to combine text, images and video for an audience.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils make a three slide presentation about their favourite shop with a title, a photo and three bullet points, and present it to a partner.

   Year 8

   Pupils create a one page infographic comparing a high street, a retail park and an online shop using icons, short labels and a clear colour scheme.

   Year 9

   Pupils film and edit a one minute video tour of a school shop or classroom stall, adding captions that explain each feature, and say why they chose that layout.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Examples of tasks LO1.1 and LO1.2, pages 21 and 22; Section 3.3, page 40

   “create a video walking through the features of the different retail models”

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

2. Designing promotional materials, including digital adverts

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

   In Unit 2 learners promote their retail event, choosing a method such as a poster or flyer or a digital advert such as an influencer post, social media advert or email campaign, which can be a script or storyboard. Every promotion must show the event name, date, time and location, and Level 1 learners must also use a clear structure, layout and branding that will attract customers.

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

   Getting pupils ready

   Year 7

   Pupils design a poster for a class bake sale in a word processor, including the name, date, time and place in a large clear font with one picture.

   Year 8

   Pupils storyboard a social media advert for a school stall in four frames, choosing an image, a short slogan and colours that match a simple logo they design.

   Year 9

   Pupils produce a branded flyer and a matching email advert for a school event, ask classmates for feedback on layout and clarity, and improve both before printing or sending.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, LO2.2, page 28; Unit 2, Assessment criteria 2.2.1 and 2.2.2, pages 31 and 32; Unit 2, Examples of tasks LO2.2, pages 34 and 35

   “digital adverts for example influencer post, social media advert”

   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 identify marketing elements designed to draw my attention.

   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.

3. Gathering customer feedback with forms and surveys

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

   In Unit 2 learners review the success of their event using methods such as feedback forms, surveys, observations and asking customers directly, then explain strengths, weaknesses and improvements. A simple online form is one way to collect and sort this feedback, and Unit 1 also uses checklists and rating scales for self-reflection.

   DCF: Data and information literacy, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils answer a three question online quiz about a school trip and look at the class results shown as a chart.

   Year 8

   Pupils build a short online feedback form with a rating scale and one comment box for a class event, and share the link with another class.

   Year 9

   Pupils collect feedback on a school stall with an online form, export the responses to a spreadsheet, group the comments into themes and pick one change to make next time.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, LO2.6, page 30; Unit 2, Assessment criteria 2.6.1, page 33; Unit 1, LO1.5, page 17

   “Reviewing the success of the event using methods”

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

   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.

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

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