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Skills that use Problem-solving and modelling

1. 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.

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.