DCF Cymru Digital competence for Wales

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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 Sourcing, searching and planning digital content

  1. Filming and recording an audio-visual or audio production

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

    Unit 3 requires two production pieces, one of which must be audio-visual or audio, such as a trailer, an extract from a key scene, an influencer extract or a radio or podcast advert. Learners must control camera shots, angles, movement, lighting and sound to communicate meaning.

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

    Getting pupils ready

    Year 7
    Pupils use class iPads to film a five-shot sequence (establishing shot, mid shot, close up, high angle, low angle) of a scene from a class reader.
    Year 8
    Pupils record a 30-second radio advert for a school event on a phone or in Audacity, with a voiceover and background music.
    Year 9
    In groups, pupils film a one-minute teaser for an imagined film, planning shots, lighting and diegetic and non-diegetic sound before recording.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, Unit 3: Overview, page 27

    “One production piece should be audio-visual/audio and the other should be digital/online.”
    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.
    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. Planning productions with digital storyboards, scripts and mock-ups

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

    Learners must plan ideas in pre-production documents that inform the final pieces. Digital mock-ups are one option alongside hand-drawn work.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils create a six-frame storyboard in a PowerPoint table, with a shot type and a line of dialogue under each frame.
    Year 8
    Pupils write a short script in Word using screenplay layout with scene headings, action and dialogue.
    Year 9
    Pupils produce a digital mock-up of their poster and a shot list in a shared Excel sheet before filming, then compare the plan with what they made.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.1.1, page 23

    “plan ideas in a range of pre-production documents; (for example: storyboards, scripts, hand drawn or digital mock-ups)”
    Progression step 3

    • I can independently create and plan work before beginning a digital task.

    Progression step 4

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

    Progression step 5

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

  3. Researching Welsh production companies online and referencing sources

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

    Unit 2 is a portfolio built on independent research into two products made by a company in Wales, covering finance, production, distribution and exhibition. Learners need to search efficiently, judge the reliability of sources and record where information came from.

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

    Getting pupils ready

    Year 7
    Pupils search for facts about a Welsh television programme on S4C, adjusting keywords and listing the web pages they used.
    Year 8
    Pupils compare a production company website with a fan site about the same film and decide which is more reliable, recording both in a source list.
    Year 9
    Pupils write a one-page case study in Word on a Bad Wolf or Wales Interactive product using advanced search operators and a simple reference list.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, Unit 2: Overview, page 27

    “build a portfolio by conducting independent research and producing a case study exploring the success of two products produced by a company in Wales”
    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.

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

    • 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. Evaluating online news and recognising misinformation

    Assessed: In the exam

    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.

Good to know

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.