← All qualifications

Skills that use Creating digital content

1. 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.

2. 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.

3. 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.

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