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Skills that use Evaluating and improving digital content

1. 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.

2. 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.

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