DCF Cymru Digital competence for Wales

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GCSE Digital Technology

GCSE Digital Technology is digital from start to finish: an on-screen examination, then two NEAs in which learners clean and analyse a spreadsheet data set, plan, build and test a multi-page website plus a game or 2D animation, and edit photos, graphics and footage into a marketing video. The single biggest thing KS3 should build is confident spreadsheet data handling (formulas, sorting, filtering and charts), because Unit 2 starts from a WJEC data set and every later product must reflect what learners find in it.

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: The Digital World: Digital examination 1 hour 30 minutes, 80 marks, 40%
  • Unit 2: Digital Practices: Non-examination assessment 20 hours, 80 marks, 40%, set by WJEC, marked by the centre, moderated by WJEC
  • Unit 3: Communicating in the Digital World: Non-examination assessment 10 hours, 60 marks, 20%, set by WJEC, marked by the centre, moderated by WJEC

The digital skills in this qualification

  1. Cleaning and organising a data set in a spreadsheet using formulas, filters and pivot tables

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

    Learners review a quantitative data set from the WJEC client brief and cleanse and organise it in a spreadsheet by correcting errors, removing duplicates, adding validation, sorting, filtering and building pivot tables. Appendix A grades the functions from SUM, AVERAGE and IF up to VLOOKUP, COUNTIF, INDEX, MATCH and UNIQUE.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils enter class survey results into Excel, use SUM, AVERAGE, MAX and MIN, and sort one column to find the most popular answer.
    Year 8
    Pupils clean a deliberately messy data set (typing errors, duplicates, blank cells) using Find and Replace, Remove Duplicates and a drop-down Data Validation list, then filter it with AutoFilter.
    Year 9
    Pupils use IF, COUNTIF and a basic pivot table to summarise a school canteen or sports club data set before answering questions about it.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.1.1, pages 23 to 24, and Appendix A, pages 41 to 43

    “review quantitative data and use suitable spreadsheet skills, formulas and functions to cleanse and organise data for data analytics to take place”
    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 use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    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.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

  2. Analysing data to find audience trends and presenting the results in charts

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

    Learners use descriptive data analytics to identify audience needs, trends and preferences, then report the results with suitable graphs or charts. These findings must then shape the success criteria for their digital products.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils turn their class survey into a bar or pie chart in Excel, add a title and axis labels, and write one sentence on what it shows.
    Year 8
    Pupils make two different chart types from the same data and justify which one shows the pattern more clearly for a stated audience.
    Year 9
    Pupils analyse a large data set, such as gaming habits by age group, use averages and a pivot chart to spot a trend, and write a short recommendation for a client.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.1.2, page 24

    “report results in a suitable format, including suitable graphs or charts”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    Progression step 4

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

    • I can analyse large data sets and identify trends where appropriate.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

  3. Planning digital products for a client with success criteria, time plans, storyboards and wireframes

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

    Learners write specific, measurable success criteria and a time plan with tasks and milestones, then produce annotated designs such as storyboards, wireframes, sitemaps and mock-ups. For Unit 3 they also research social media platforms and justify a recommended platform in a digital marketing strategy.

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

    Getting pupils ready

    Year 7
    Before starting a digital poster, pupils sketch the layout and write three success criteria they will check at the end.
    Year 8
    Pupils storyboard a short animation or video in six frames and draw a wireframe for a two-page website, annotating colour, font and layout choices.
    Year 9
    Pupils build a simple time plan in Excel with tasks and milestones for a project, and compare two social media platforms before recommending one to promote a school event.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.2.1 and 2.2.2, page 25, and Unit 3, Sections 3.2.1 and 3.2.2, page 32

    “time planning document to ensure the development process is completed on time”
    Progression step 3

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

    • 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.

    Progression step 4

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

    • 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 plan my digital work effectively and with increasing complexity.

    • 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.

  4. Building a multi-page website with HTML and CSS

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

    Every learner must build a functional website of at least three pages with suitable media, effective navigation and hyperlinks to external documents, using graded HTML, CSS and JavaScript skills. The website must be exported in a hostable format such as HTML, CSS and JavaScript files.

    DCF: Creating digital content, Storing and sharing

    Getting pupils ready

    Year 7
    Pupils build a linked PowerPoint 'website' with action buttons to move between pages and a hyperlink to an external source.
    Year 8
    Pupils hand-code a single HTML page with headings, an image with alt text and a link, then style its fonts and colours with CSS.
    Year 9
    Pupils build a three-page HTML and CSS site with a shared navigation bar, an embedded video and a footer, and check that every link works.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.3.1, page 26, and Appendix A, pages 44 to 45

    “Learners should be able to create a functional, multi-page website which includes the following features”
    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 create and share hyperlinks to local, network and online files.

    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 manage links to files, taking permissions and file locations into account, e.g. some file storage systems will utilise dynamic hyperlinks so that if a file location is changed the links remain intact, whereas changing file location could result in a broken hyperlink.

    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 use online services to share appropriate content with a global audience, e.g. uploading content to public websites to share with specific audiences.

  5. Scripting a computer game or producing a 2D animation

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

    Learners either build a multi-level game, writing scripts for player movement, enemies, scoring and lives, or a 2D animation using timeline, tweening, onion skinning and masking skills. Both must include sound and be exported as a standalone application or embeddable file.

    DCF: Problem-solving and modelling, Creating digital content

    Getting pupils ready

    Year 7
    Pupils make a Scratch maze game in which arrow keys move a sprite and a score variable goes up when a coin is collected.
    Year 8
    Pupils add a lives variable, a moving enemy controlled by a loop and a second level to their game, or make a short frame-by-frame animation using onion skinning.
    Year 9
    Pupils plan a game with a flowchart, then use custom blocks in Scratch for repeated actions such as enemy movement, and add sound effects and a start menu.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.3.2a and 2.3.2b, pages 26 to 27, and Appendix A, pages 44 to 46

    “writing scripts using scripting-based languages to control game behaviour”
    Progression step 3

    • I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.

    • I can understand the importance of the order of statements within algorithms.

    • 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 create a simple model or self-contained algorithm.

    • I can identify repeating patterns within an algorithm and use iteration to make the algorithm more efficient.

    • 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 develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed.

    • I can demonstrate the benefits of compartmentalising sections of a problem (using functions/procedures).

    • 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.

  6. Testing, debugging and evaluating digital products against success criteria

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

    Learners must test functionality throughout development, identify and remove errors, and evaluate the finished products, the development process and their application of skills against their success criteria.

    DCF: Evaluating and improving digital content, Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils swap Scratch games with a partner, post a Teams comment naming one bug and one strength, then fix the bug they were given.
    Year 8
    Pupils keep a simple test table (what I tested, expected result, actual result, fix) while building their web page or game.
    Year 9
    Pupils write an evaluation of a finished product that checks each success criterion, uses peer feedback and explains the changes they made.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.4.1 and 2.4.2, page 28, and Section 3.2, page 36

    “They must also test the functionality of their digital products throughout the development process.”
    Progression step 3

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

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

    • I can detect and correct errors in algorithms.

    Progression step 5

    • 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.

  7. Creating and editing photos, graphics, text and video as digital media assets

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

    For the Unit 3 marketing video learners create or manipulate copy, photos, graphics and moving images using the graded skills in Appendix B, such as cropping, colour correction, layers, masks, transitions, voiceover and keyframing. All assets must be coherent in brand identity, style and message.

    DCF: Creating digital content, Digital rights, licensing and ownership, Health and well-being

    Getting pupils ready

    Year 7
    Pupils crop, resize and adjust the brightness of a photo they have taken on an iPad and add a text caption for a class display.
    Year 8
    Pupils design a logo in a graphics package using shapes, layers and a set colour scheme, then record and trim a 30 second voiceover in Audacity.
    Year 9
    Pupils film short clips on iPads and edit them into a 30 second advert with transitions, captions, background music and a voiceover.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.2.3, page 33, and Appendix B, pages 47 to 50

    “creating or manipulating suitable digital assets (using suitable skills from each level of complexity categorised as basic, medium and complex, as listed in Appendix B)”
    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 understand that images can be edited digitally and can discuss rights and permissions associated with this.

    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 act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.

    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.

  8. Choosing file formats, resolution and compression when saving and exporting

    Assessed: In the exam and in coursework (NEA)

    The examination covers sampling, resolution, bitmap and vector graphics, lossy and lossless compression and compression ratios. In the NEAs learners must export a website to hostable files, a game or animation to a standalone or embeddable format, and a video with suitable format, resolution, audio and compression settings.

    DCF: Storing and sharing

    Getting pupils ready

    Year 7
    Pupils save work into a sensible folder structure in OneDrive, save a copy as a PDF and compare its file size with the original.
    Year 8
    Pupils export the same image as PNG and as JPEG at different quality settings and record file size against visible quality in a table.
    Year 9
    Pupils export a short video at two resolutions and compare file size and quality, then compress a project folder and restore an earlier version from version history.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.1.2, page 11, and Unit 3, Section 3.2.3, page 33

    “exporting the digital marketing video to ensure that it is suitable”
    Progression step 3

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

    • I can upload files from a local drive to online storage.

    Progression step 4

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

    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.

  9. Evaluating the reliability of online sources

    Assessed: In the exam

    Learners must understand what makes an online source reliable, such as author credentials, publication date, citations and reputation, and how to evaluate sources by cross-referencing, fact-checking, checking for bias and domain analysis. They also study misinformation, disinformation and echo chambers, and have internet research time before each NEA to source assets.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils compare two websites on the same topic using a checklist (author, date, purpose, domain) and decide which is more reliable.
    Year 8
    Pupils use search operators such as quotation marks and minus to find information, then cross-check one claim on two further sites.
    Year 9
    Pupils fact-check a viral social media post about technology, identify any misinformation or bias, and write a short justified verdict with references.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.3.2, page 16, and Section 3.2, page 36

    “the importance of using reliable online sources”
    Progression step 3

    • I can begin to reference sources used in my work, and consider if content is reliable.

    • I can adjust keywords and search techniques to find relevant information.

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

    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 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.

  10. Using digital content legally, safely and ethically: copyright, data protection and digital footprints

    Assessed: In the exam

    Learners must know the purposes and penalties of the Computer Misuse Act, Copyright Act, Data Protection Act and GDPR, Investigatory Powers Act and Online Safety Act. They also study threats such as phishing and social engineering, managing active and passive digital footprints through privacy settings, and the ethics of AI in decision making.

    DCF: Digital rights, licensing and ownership, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils record the source of every image they use in a project and sort a set of example emails into genuine and phishing.
    Year 8
    Pupils find Creative Commons images for a presentation, record the licence and credit for each, and review the privacy settings on a mock social media profile.
    Year 9
    Pupils investigate a real data breach or copyright case, explain which law applies and recommend what the organisation should have done.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Sections 1.5.1, 1.5.3 and 1.5.4, pages 19 to 20

    “Learners should know the strategies and importance of managing digital footprints”
    Progression step 3

    • I can understand that copying the work of others and presenting it as my own is plagiarism.

    • 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.

    • I can understand how to protect myself from online identity theft, e.g. identifying secure sites, phishing, scam websites.

    Progression step 4

    • 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.

    • I can understand that I have a digital footprint and that this information can be searched, copied and passed on.

    • I can use strategies for guarding myself against identity theft and online scams that try to access my personal information.

    Progression step 5

    • 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.

    • I can identify and describe the data protection policies of a variety of organisations located in different countries, and how this affects the way that they work.

    • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

Good to know

Links with other qualifications

Spreadsheet cleaning and charting overlaps with data handling in Mathematics, Science and Geography, and source reliability and copyright overlap with any subject that asks pupils to research online.

Source: WJEC GCSE Digital Technology Specification, teaching from 2026, for award from 2028, Version 2, February 2026.