← All qualifications

Skills that use Health and well-being

1. 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.