GCSE Digital Media and Film
Digital Media and Film is digital throughout: an on-screen examination on films, a video game and online news and social media, a researched portfolio with digitally produced promotional elements, and two digital productions edited in editing software. The single biggest thing KS3 should build is confident filming, audio recording and editing, so pupils arrive able to plan, shoot, cut and export a short piece with control.
- Awarding body
- WJEC
- Level
- Level 1 and Level 2
- First taught
- September 2026
- Amount of digital work
- High
- Specification
- Open the specification
How this qualification is assessed
- Unit 1: Exploring key concepts and issues: On-screen examination 1 hour 30 minutes, 30%
- Unit 2: Distribution and exhibition strategies of digital media and film industries in Wales: Non-examination assessment, portfolio based, 18 hours, 30%
- Unit 3: Creating digital media and film content: Non-examination assessment, assignment based, no time restriction, 40%
Skills that use Online behaviour and online bullying
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Evaluating online news and recognising misinformation
Unit 1 requires learners to understand how news spreads online, including virality, citizen journalism and fake news, and how one news event is represented across different digital platforms.
DCF: Sourcing, searching and planning digital content, Identity, image and reputation, Health and well-being, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils compare a headline about the same event on two news websites and say which gives more reliable detail.
- Year 8
- Pupils check a viral image or claim using a reverse image search and a fact-checking site, and explain how they decided if it was true.
- Year 9
- Pupils track one current news story across a news website, a broadcaster and a video platform, noting how the representation changes.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 1, Section 1.3.1, page 16
“the impact of fake news and misinformation”
Progression step 3
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 evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
I can identify stereotypes and their impact in a range of media.
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 continuously evaluate online behaviour, taking into consideration the consequences of actions; take action to minimise risk to safety and security; consider global and cultural perspectives and adapt behaviour accordingly.
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Understanding privacy, data and regulation on social media
Learners must understand ethical issues of data collection and algorithms, privacy, consent and anonymity, and be aware of the Online Safety Act 2023, the Advertising Standards Authority and the Data Protection Act 2018.
DCF: Identity, image and reputation, Online behaviour and online bullying, Digital rights, licensing and ownership
Getting pupils ready
- Year 7
- Pupils sort examples of personal details into safe and unsafe to share and discuss what a video's metadata can reveal.
- Year 8
- Pupils read the age rules and privacy settings of a video platform and explain in a short PowerPoint what data the platform collects.
- Year 9
- Pupils debate whether a recommendation algorithm helps or harms users, using one example from the Online Safety Act 2023.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 1, Section 1.3.4, page 17
“privacy concerns in the context of social media, such as consent and anonymity and the impact of sharing personal details”
Progression step 3
I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.
I can identify the benefits and risks of giving personal information and device access to different software.
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.
Progression step 4
I can understand that I have a digital footprint and that this information can be searched, copied and passed on.
I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.
I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.
Progression step 5
I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.
I can recognise the risks and the uses of data/services on personal devices, within the terms and conditions of a range of software and web services, and identify how organisations become data compliant when using multi-national products.
I can identify the key points required for creative work to be considered fair use and comply with data protection laws by exploring the legal and ethical considerations involved in using the creative work of others.
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Analysing how social media and influencers shape opinions, behaviour and wellbeing
Learners must understand the role of influencers and content creators, how social media influences opinions and consumer behaviour, the use of AI and bots, and the impact on audiences' mental wellbeing.
DCF: Health and well-being, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils annotate a screenshot of an online advert to show the colours, images and words designed to grab attention.
- Year 8
- Pupils compare an edited influencer image with an unedited one and discuss how the editing might affect viewers.
- Year 9
- Pupils analyse a sponsored influencer video, identify how it sells a product and suggest how young viewers can protect their wellbeing.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 1, Sections 1.3.3 and 1.3.4, page 17
“the impact that social media can have on audiences including their mental wellbeing.”
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 identify marketing elements designed to draw my attention.
Progression step 4
I can reflect on the role of digital media in my life and habits.
I can identify stereotypes and their impact in a range of media.
I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.
Progression step 5
I can take reasonable steps to avoid health problems caused by the use of technology and suggest strategies to prevent or reduce the problems, both physical and psychological.
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.
I can continuously evaluate online behaviour, taking into consideration the consequences of actions; take action to minimise risk to safety and security; consider global and cultural perspectives and adapt behaviour accordingly.
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Understanding how gamers interact in online communities
Learners study a video game created from 2010 onwards and must understand how gamers interact through personalisation and online social connection, and the positive and negative impacts of games.
DCF: Health and well-being, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils keep a one-week screen time diary and discuss why some games are hard to stop playing.
- Year 8
- Pupils examine the chat and reporting settings of a popular multiplayer game and list ways to block or report bad behaviour.
- Year 9
- Pupils analyse how a game cut scene represents a character, then discuss how online communities can include or exclude players.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 1, Section 1.2.4, page 15
“social connection (such as multiplayer interactions, online communities)”
Progression step 3
I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.
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 demonstrate healthy online behaviours and identify unacceptable behaviour.
I can act appropriately online, keeping myself safe and behaving in a responsible manner.
I can identify ways of reporting unacceptable online behaviour.
Progression step 5
I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.
I can take reasonable steps to avoid health problems caused by the use of technology and suggest strategies to prevent or reduce the problems, both physical and psychological.
Good to know
- Social media is deliberately kept out of production work for under 16s: 'Social media accounts' was removed from the Unit 2 examples and 'planning a social media campaign' became 'planning a promotional campaign' (Summary of amendments, page 3).
- In Unit 3 the 'social media campaign' option was changed to 'trailer' (Summary of amendments, page 3), so pupils are not required to post publicly online.
- Pre-production planning may be digital or not: 'hand drawn or digital mock-ups' are both accepted (Unit 3, Section 3.1.1, page 23).
- Post-production editing must be digital: learners edit 'using editing software' (Unit 3, Section 3.1.2, page 23).
- Unit 1 is sat on screen: 'On-screen examination: 1 hour 30 minutes' (Summary of assessment, page 5).
- The specification gives no specific rule on AI tools in NEA; it says only 'Candidates must not take part in any unfair practice in the preparation of work' (Malpractice, page 29).
Links with other qualifications
At KS3 this work usually sits in English, Drama or Art within Expressive Arts, and the website and research skills overlap with Digital Technology while the news and misinformation work overlaps with English.
Source: WJEC GCSE Digital Media and Film specification, teaching from 2026, for award from 2028, Version 2, September 2026.