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Skills that use Evaluating and improving digital content

1. Acknowledging sources and avoiding plagiarism in researched work

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

   The specification does not set a referencing format, but the researched presentation and the malpractice rules mean learners must present their own work and be clear about where ideas and evidence came from.

   DCF: Digital rights, licensing and ownership, Sourcing, searching and planning digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils add a simple source list, with website title, link and date viewed, to the end of a Word fact file about a poet, and discuss why copying text without credit is plagiarism.

   Year 8

   Pupils compare a copied paragraph with their own paraphrase of a web article about an author, then quote one line in speech marks with the source named.

   Year 9

   Pupils build a reference list with the Word References tool for their researched talk, then decide in pairs whether short scenarios count as fair use, inspiration or plagiarism.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 4, Malpractice, page 38

   “Candidates must not take part in any unfair practice in the preparation of work for GCSE English Language and Literature”

   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.

   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 evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

   Progression step 5

   • I can understand individuals' rights and responsibilities as creators and consumers of content, and I can think critically and make ethical decisions about the use of creative works in relation to fair use and reference using formal citation conventions, e.g. Harvard and Oxford.

   • I can refer appropriately to sources of information used in my digital work.

2. Speaking for an audio or video recording and improving from playback

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

   Every oracy assessment is recorded: the Unit 2 individual presentation, the Unit 3 group discussion of 6 to 10 minutes and the Double Award Unit 5 paired discussion of 5 to 8 minutes. Learners need to be at ease speaking to a recording device and using playback to improve.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils record a one minute reading of a poem on an iPad, listen back, and set themselves one target for pace or clarity.

   Year 8

   In pairs, pupils film a short discussion about a class text, trim it in Clipchamp or the Photos app, and use the playback to give each other feedback against speaking criteria.

   Year 9

   Pupils record a mock presentation or group discussion using a single page of notes, review the recording, and make two specific improvements before a second take.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Overview of arrangements for non-examination assessment, page 34 (also Unit 5, Task B, page 37)

   “oracy assessments must be audio recorded or audio-visually recorded.”

   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 invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

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

   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 make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

3. Planning, drafting and refining extended writing on screen

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

   NEA written tasks are extended responses built up over time: 750 to 1000 words for Unit 2 Task A, 400 to 500 words for Unit 3 Task B and 1000 to 1500 words for Unit 5 Task A (Double Award). Learners may complete them digitally, so word processing, editing tools and version control help them plan, draft and refine.

   DCF: Sourcing, searching and planning digital content, Creating digital content, Evaluating and improving digital content, Storing and sharing

   Getting pupils ready

   Year 7

   Pupils draft a descriptive paragraph in Word, then use spellcheck, find and replace and highlighting to edit it, keeping the first draft to compare.

   Year 8

   Pupils plan a literary essay as a table or mind map in OneNote, draft it in Word, and revise one paragraph in response to a peer's comments.

   Year 9

   Pupils write a 750 word essay over several lessons in a Word document on OneDrive, using version history and teacher comments to show how they planned, drafted and refined it.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.2, page 17 (also Unit 3, Section 3.3, page 19)

   “develop extended responses over a period of time, through planning, drafting, evaluating and refining work.”

   Progression step 3

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

   • 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 keyboard commands such as shortcuts.

   Progression step 4

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

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

   Progression step 5

   • I can plan my digital work effectively and with increasing complexity.

   • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

   • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

4. Writing in digital text forms such as webpages, blogs, emails and audio guides

   Assessed: In the exam

   The writing sections of Unit 1 and the Double Award Unit 6 examination can set tasks in any listed form, including webpages, blogs, emails and audio guides. Learners write these on paper, so the demand is knowing the layout, language and audience conventions of digital forms.

   DCF: Communication, Evaluating and improving digital content, Creating digital content

   Getting pupils ready

   Year 7

   Pupils compare a real webpage and a printed leaflet on the same topic, then write a short blog post about a class novel with headings and a hyperlink in Word or Sway.

   Year 8

   Pupils write a formal email to a local author or theatre with a clear subject line and an attachment, and discuss when an email works better than a letter or a message.

   Year 9

   Pupils write a webpage and an audio guide script about the same place in Wales, then justify how the layout and language of each suit its audience.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.3, pages 14 to 15 (repeated for Unit 6, Section 6.3, pages 29 to 30)

   “Writing tasks could take the form of, but are not limited to: • newspaper/magazine articles • reports • brochures • instructional guides • webpages • blogs”

   Progression step 3

   • I can exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.

   • 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.

   • I can comment on reasons for layout and content.

   Progression step 4

   • I can explore and develop a range of formal text document structures for different audiences and purposes.

   • 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 make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.

   • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

5. Scripting for spoken digital media such as vlogs and podcasts

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

   Unit 3 Task B is 400 to 500 words of creative non-fiction written to be spoken, and WJEC names vlogs and podcasts as possible forms. Only the written script is assessed, but pupils who have scripted and recorded for these media understand the form better.

   DCF: Creating digital content, Evaluating and improving digital content, Communication

   Getting pupils ready

   Year 7

   Pupils write and record a 60 second podcast review of a class book in Audacity, trimming the silence at the start and end.

   Year 8

   Pupils script a vlog style persuasive talk on a school issue, film it on an iPad, and discuss how the script changes when the audience can see the speaker.

   Year 9

   Pupils write a 400 word podcast script on a theme such as human rights, record it, and revise the lines that did not work when heard aloud.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 3, Task B, Section 3.2, page 36

   “The work must be a written text designed to be spoken (e.g. a speech, talk, vlog, podcast, advice piece, oral guidance).”

   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.

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

   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 make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.

6. Watching and comparing recorded performances and adaptations

   Assessed: Taught, but not assessed

   WJEC encourages learners to watch live or recorded performances and adaptations of set texts, including the Shakespeare play for the Double Award, to deepen understanding. This is not assessed and must not replace reading the text.

   DCF: Evaluating and improving digital content, Digital rights, licensing and ownership

   Getting pupils ready

   Year 7

   Pupils watch two short film versions of the same scene from a class play and explain which camera and sound choices best match the script.

   Year 8

   Pupils compare a scene from a recorded stage performance with the script, noting what the director added or cut and why.

   Year 9

   Pupils compare a modern screen adaptation of a Shakespeare scene with the original, discussing how it takes inspiration from the play and why schools use licensed streaming rather than pirated clips.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 2, Opportunities for integration of learning experiences, page 31 (also Unit 5, Section 5.1, page 26)

   “where appropriate, watch live or recorded performances or adaptations of texts studied and other relevant audio-visual material”

   Progression step 3

   • I can explain reasons for layout and content of my own work and the work of others.

   Progression step 4

   • 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.

   • 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.

   Progression step 5

   • I can understand and reflect on the differences between taking inspiration from the creative work of others and appropriating that work without permission.

7. Collaborating online to prepare group and paired discussions

   Assessed: Taught, but not assessed

   WJEC expects learners to make use of digital technology across the course, and Appendix A (page 45) maps the Interacting and Collaborating strand to all seven units. The Unit 3 group discussion involves 3 to 4 learners, so shared online planning is a natural fit, though the tools themselves are not assessed.

   DCF: Collaboration, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Groups build a shared PowerPoint of key quotations about a character, with each pupil editing one slide and commenting on another pupil's slide.

   Year 8

   Groups plan a discussion on a non-fiction theme in a shared OneNote page in Teams, assigning roles and adding evidence from two texts.

   Year 9

   Groups of three or four prepare a mock group discussion in a Teams channel, sharing texts and notes, then reflect on how well the tool helped them prepare and what they would change.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 2, Opportunities for integration of learning experiences, page 31 (Appendix A, page 45)

   “make use of digital technology when completing the qualification”

   Progression step 3

   • I can work with others to create an online collaborative project for a specific purpose, sharing and appropriately setting permissions for other group members, e.g. editing, commenting, viewing.

   • I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

   Progression step 4

   • I can independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g. making use of online technology to share and present ideas to others.

   Progression step 5

   • I can reflect on choices of collaboration solutions, use them appropriately and comment on how this could be improved to meet aims of tasks.

Source: WJEC GCSE English Language and Literature (Single and Double Award) specification, Version 5, teaching from 2025, for award from 2027, © WJEC CBAC Ltd. 2024.