DCF Cymru Digital competence for Wales

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GCSE Art and Design

The whole GCSE is NEA, and every pathway expects learners to experiment with digital technologies alongside traditional media, which is assessed through AO2. Digital demand is pathway dependent: it is high in Photography and Graphic communication (camera work, image editing, moving image, motion graphics, typography) and in Three-dimensional design (computer-aided design), and lighter in Fine art. The single biggest thing KS3 should build is confident, purposeful digital image making and editing, with pupils saving and annotating their development so it can become a digital portfolio.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of digital work
Medium
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Portfolio: Non-examination assessment, internally set, marked by centres and moderated by WJEC, 60%, 120 marks
  • Unit 2: Externally Set Assignment: Non-examination assessment, preparatory study plus 10 hours sustained focus, 40%, 80 marks

Skills that use Creating digital content

  1. Experimenting with digital tools as an art medium alongside traditional media

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

    All pathways must teach the creative process through experimenting with digital technologies as well as traditional media. AO2 rewards selecting and experimenting with digital technologies in both NEA units.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils photograph a still-life drawing and use PowerPoint or an iPad drawing app to try three colour schemes over it, saving each version.
    Year 8
    Pupils photograph a lino or monoprint and add digital drawing on top in layers to make a mixed-media piece, noting which tools they used.
    Year 9
    Pupils plan an artist response that deliberately moves between a traditional stage and a digital stage, then annotate why each medium suited their intention.
    Show the specification wording and the DCF statements

    Where it is in the specification: Subject content 1.1.1, page 13; AO2, page 18

    “the creative process through exploring ideas and experimenting with a range of media, techniques, tools, digital technologies, and processes appropriate to their own, individual intentions”
    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.
    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.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

  2. Taking and editing digital photographs

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

    The Photography pathway is defined by creating still or moving images, including digitally, and Fine art lists lens based media. Learners must control camera operation and develop a visual language through their images.

    DCF: Creating digital content, Digital rights, licensing and ownership, Identity, image and reputation, Online behaviour and online bullying, Health and well-being

    Getting pupils ready

    Year 7
    Pupils use iPads to take close-up texture photographs around the school, then crop and adjust brightness and contrast to choose their best three.
    Year 8
    Pupils recreate a portrait photographer's lighting with a phone and a desk lamp, edit the image, and compare the edited and unedited versions.
    Year 9
    Pupils shoot a short photo series on a theme, discuss when editing becomes misleading, and check that no location data or faces of others are shared without permission.
    Show the specification wording and the DCF statements

    Where it is in the specification: Photography pathway, page 11; Fine art pathway, page 8

    “creating static or moving images by recording light with light-sensitive materials such as photographic film or digitally by means of an image sensor”
    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 understand that images can be edited digitally and can discuss rights and permissions associated with this.

    • 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 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 understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can think critically about the different purposes and contexts of digital image editing, e.g. explore the benefits and negative points of photograph manipulation, evaluate digitally edited images in terms of context and purpose.

  3. Making moving image, animation and motion graphics

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

    Photography lists moving image, film, video and animation as an area of study, and Graphic communication lists motion graphics and interactive media. Learners on these routes need to plan, shoot, edit and export short sequences.

    DCF: Creating digital content, Storing and sharing

    Getting pupils ready

    Year 7
    Pupils make a 10-frame stop-motion of a clay or paper shape on an iPad, using onion skin to keep the movement smooth.
    Year 8
    Pupils film and trim a 30-second process video of their own making, adding a title and a transition.
    Year 9
    Pupils create a short animated or filmed response to a gallery artwork, choosing a frame rate, adding a sound layer and exporting in a suitable file type.
    Show the specification wording and the DCF statements

    Where it is in the specification: Photography pathway, page 11; Graphic communication pathway, page 8

    “Moving image: film, video, and animation”
    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.
    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.
    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

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

  4. Designing graphics, typography and layouts digitally for an audience

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

    Graphic communication combines traditional skills with current digital design technologies to communicate to a target audience, across areas such as branding, packaging, illustration and typography.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils design a poster for a school event in PowerPoint, choosing fonts, colours and layout, and explain two layout choices to a partner.
    Year 8
    Pupils develop a logo for an imaginary Welsh café and build a master slide template that applies the brand consistently.
    Year 9
    Pupils answer a real design brief with packaging or an information graphic, collect peer comments in Teams, and make targeted changes.
    Show the specification wording and the DCF statements

    Where it is in the specification: Graphic communication pathway, page 8

    “utilising traditional skills, alongside cutting-edge digital technologies suited to the commercial design field of graphic design”
    Progression step 3

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

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

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

    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.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

    • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

  5. Using computer-aided design and digital making in 3D and textile design

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

    Three-dimensional design names computer-aided design as a process alongside model making and prototyping, and Textile design lists digital textiles and new technologies as areas of study.

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

    Getting pupils ready

    Year 7
    Pupils sketch a simple tile or pendant design, then redraw it accurately in a CAD package using basic shapes and dimensions.
    Year 8
    Pupils design a repeat pattern for fabric on screen, test scale and colourways, then print or transfer one version.
    Year 9
    Pupils model a small product or architectural form in CAD, compare it with a card model, and justify which method suited the brief.
    Show the specification wording and the DCF statements

    Where it is in the specification: Three-dimensional design pathway, page 10; Textile design pathway, page 9

    “appropriate to the chosen area of study such as: computer-aided design; model making; prototyping; constructing and assembling.”
    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 independently create and plan work before beginning a digital task.

    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 select and effectively use a variety of planning techniques.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can plan my digital work effectively and with increasing complexity.

  6. Building and presenting a digital portfolio

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

    Both units can be presented as a digital portfolio or digital presentation, and learners must convey their intentions to an audience through presentation, exhibition or sharing. There is no restriction on format, so digital submission is a choice, not a requirement.

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

    Getting pupils ready

    Year 7
    Pupils photograph each finished sketchbook page and save it in a named OneDrive or Teams folder using a clear file-naming pattern.
    Year 8
    Pupils build a simple digital sketchbook in PowerPoint or OneNote showing development from first idea to outcome, with annotations.
    Year 9
    Pupils curate a digital portfolio for one project, choose suitable file types and image sizes, use version history to recover earlier edits, and present it to the class.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, page 19; Subject content 1.2.7, page 14

    “a digital portfolio”
    Progression step 3

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

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

    Progression step 4

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

    • 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.
    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.

    • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

Good to know

Links with other qualifications

CAD and digital textiles overlap with Design and Technology, and photography, moving image and sound layering overlap with Film and Digital Media and Digital Technology.

Source: WJEC GCSE Art and Design specification, teaching from 2025, for award from 2027 (© WJEC CBAC Ltd 2024).