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The digital skills in this qualification

1. Analysing film techniques in a visual text

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

   In Unit 2 learners study a film or other visual text of at least an hour, chosen by the centre, and discuss in threes how camera work, music and sound, lighting, costume and dialogue create identity.

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

   Getting pupils ready

   Year 7

   Pupils watch the opening of a Cymraeg programme from S4C Clic, pause at three shots and describe in Cymraeg what the camera angle and music tell us about a character.

   Year 8

   Pupils film a 30-second scene on iPads twice, once in close-up and once in long shot, and explain in Cymraeg how the choice changes the viewer's feeling.

   Year 9

   Pupils compare how lighting, music and costume present identity in two short Welsh-language film clips and discuss their findings in groups of three using film terms.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.1.2, page 14

   “discuss how the film techniques and the use of dialogue contribute to the creation of diverse identities.”

   Progression step 3

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

   Progression step 4

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

   Progression step 5

   • 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.

2. Preparing a one-page word-processed notes sheet with citations

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

   For the Unit 2 discussion and the Unit 3 written task, learners may bring one side of A4 of short bullet points in size 11 font or above, prepared in advance. Unit 2 notes may contain citations and are submitted with the recording.

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

   Getting pupils ready

   Year 7

   Pupils type five bullet points about a character in their class novel in Word, set the font to size 12 and put key quotes in bold.

   Year 8

   Pupils cut a full page of notes on a poem down to eight bullet points that fit on one side of A4, using headings and print preview to check the limit.

   Year 9

   Pupils prepare a one-side A4 bullet sheet in size 11 font for a group discussion on a film, with short quotes and a citation for each source, and save it with a clear file name in OneDrive.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 2, page 28; Section 3.2, Unit 3, page 30

   “up to one side of an A4 page containing short bullet points (size 11 font or above) that they have prepared in advance.”

   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.

   Progression step 4

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

   • I can explore and develop a range of formal text document structures for different audiences and purposes.

   Progression step 5

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

   • I can refer appropriately to sources of information used in my digital work.

3. Researching a theme online, judging the reliability of sources and citing them

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

   Unit 3 Task 2 is an individual researched presentation on the WJEC theme, and learners must research independently and discuss the reliability and validity of sources. Unit 5 asks for research with the same judgement.

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

   Getting pupils ready

   Year 7

   Pupils search in Cymraeg for three facts about a Welsh poet, bookmark the two most useful sites, and write the web address under each fact they use.

   Year 8

   Pupils research a local tradition using Welsh-language sites, then rank three sources by how reliable they are and explain why in Cymraeg.

   Year 9

   Pupils use search operators to research a theme such as cynefin or the Welsh language, check each source's author and date, and finish their notes with a simple reference list.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 3, Section 3.1.4, page 16; Unit 5, Section 5.1.2, page 22

   “consider and discuss the reliability and validity of sources and evidence”

   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 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 independently use a range of complex searches, e.g. and/or/+/-/not.

   • 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.

   Progression step 5

   • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

   • I can understand individuals' rights and responsibilities as creators and consumers of content, and I can think critically and make ethical decisions about the use of creative works in relation to fair use and reference using formal citation conventions, e.g. Harvard and Oxford.

4. Presenting researched information with images and statistics as aids

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

   In Unit 3 Task 2 learners speak for up to 5 minutes and may use objects or images and short bullet points with statistics, but must not read the presentation. The specification does not require slides.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils make three PowerPoint slides with one image each and no more than five words, and use them to talk for one minute in Cymraeg about a favourite book.

   Year 8

   Pupils give a two-minute talk on a Welsh place with one slide showing a chart or statistic, explaining the figure in their own words rather than reading it.

   Year 9

   Pupils give a three-minute researched talk on a theme using image-only slides, answer questions from classmates, and justify why they chose each image.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 3 Task 2, page 30

   “use objects or images as an aid when presenting information on their chosen subject”

   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 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.

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

5. Speaking confidently in a recorded group discussion and learning from recordings

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

   The Unit 2 group discussion is recorded, and the recording is submitted with the learner's notes page. Learners do not have to operate the recording, but they must speak naturally in threes while being recorded.

   DCF: Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils record a one-minute pair conversation about a book on an iPad and listen back to pick one thing to improve.

   Year 8

   Groups of three record a short discussion on a poem on an iPad, then use a checklist to note who spoke, how often, and one improvement each.

   Year 9

   Groups of three record a practice discussion on a film, share it in a Teams channel, add two feedback comments for each other, then re-record.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 2, page 28

   “The page must be submitted with the recording of the assessment task.”

   Progression step 3

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

   Progression step 4

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

6. Drafting and redrafting creative writing on screen

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

   Unit 5 Task 2 (Double Award only) is a 500 to 1,000 word creative piece in a form such as a blog, diary or script, written in up to 3 hours. Learners may revise and redraft and may complete it electronically.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils type a short diary entry in Word, improve it using the Welsh spellchecker and find and replace, and save both the first and final versions.

   Year 8

   Pupils write a blog post in role as a character from the class novel, then use a partner's comments to make a second draft.

   Year 9

   Pupils write a short script in Word using proper script layout, use version history to compare drafts, and explain the biggest improvement they made.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 5 Task 2, page 31; Unit 5, Section 5.1.4, page 22

   “Learners are allowed to revise and redraft work. Learners are allowed to complete the task electronically.”

   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 keyboard commands such as shortcuts.

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

7. Writing news, press and email texts for different audiences, and proofreading

   Assessed: In the exam

   Units 4a and 4b writing tasks draw on forms including newspaper reports, news bulletins, press releases and emails. Learners must also proofread, correct and translate short texts.

   DCF: Communication, Creating digital content

   Getting pupils ready

   Year 7

   Pupils write a short Cymraeg email in Outlook inviting a visitor to school, with a clear subject line, greeting and sign-off.

   Year 8

   Pupils turn a school event into a 100-word press release in Word with a headline, date and quote, then record it on an iPad as a radio news bulletin.

   Year 9

   Pupils write the same story as a formal newspaper report and an informal email to a friend, then proofread a partner's version with track changes on.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 4a, Section 4.1.3, page 18; Unit 4b, Section 4.1.3, page 20

   “news bulletin • press release • diary • 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 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 explore and develop a range of formal text document structures for different audiences and purposes.

   • 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).

   Progression step 5

   • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

   • I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.

8. Using digital tools for Cymraeg critically, including spellcheckers, online dictionaries and translation tools

   Assessed: Taught, but not assessed

   The specification lists using digital technology, and translanguaging or mediating between languages, as learning experiences that are not directly assessed. A dictionary or thesaurus is allowed for the Unit 3 written task, so learners should know how to use such tools well.

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

   Getting pupils ready

   Year 7

   Pupils look up five new words for a description in an online Welsh dictionary, checking gender and mutation before using them.

   Year 8

   Pupils run a paragraph through an online translator, compare it with their own translation, and list three errors the tool made with idiom or mutation.

   Year 9

   Pupils improve a poetry response using a Welsh spellchecker and an online thesaurus, noting each change and whether the tool's suggestion was right.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 2, Opportunities for integration of learning experiences, page 25; Section 3.2, Unit 3, page 30

   “use digital technology whilst completing the qualification”

   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 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 consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

Source: WJEC GCSE Cymraeg Language and Literature (Single and Double Award) specification, Version 6, for Year 10 cohort starting September 2026 onwards, first award from 2028.