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The digital skills in this qualification

1. Preparing, recording and improving spoken German

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

   The Unit 1 oracy NEA (read aloud and role play, a presentation on the learner's own interest, and a conversation) is audio recorded by the teacher and marked externally from the recording. Learners prepare the presentation in advance, so regular practice at planning, recording and self-reviewing spoken German builds confidence in front of a recorder.

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

   Getting pupils ready

   Year 7

   Pupils record a 30-second self-introduction in German on an iPad, listen back, and re-record after fixing two pronunciation points a partner has flagged.

   Year 8

   Pupils record a café role play in pairs in Audacity, trim the start and end, and upload it to a Teams assignment for peer comments.

   Year 9

   Pupils plan a one-minute presentation on a personal interest in OneNote, record it, then use the teacher's audio feedback to make a second, improved recording.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1 Oracy, Section 3.2 Overview for arrangements for NEA, page 22

   “The assessment will be carried out by teachers at the centre, audio recorded and marked by external examiners.”

   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.

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

   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.

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

   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.

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

2. Understanding recorded and online audio in German, such as podcasts, adverts and messages

   Assessed: In the exam

   The Unit 3 listening examination uses recorded extracts in digital formats, including podcasts, adverts and messages. Learners must identify messages and draw conclusions, which is easier for pupils who regularly find and listen to authentic online audio and notice how format, purpose and audience shape the language.

   DCF: Communication, Health and well-being, Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils listen to a short German radio or online advert and note the product, the price and the tricks used to grab attention.

   Year 8

   Pupils bookmark a teacher-approved German podcast or video channel for young people and log three key points from an episode each fortnight.

   Year 9

   Pupils compare a podcast extract with a recorded phone message on the same topic, note how format and audience change the language, then answer GCSE-style questions in English or Welsh.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 3 Listening, Areas of content, page 17

   “listen to extracts including the following formats: adverts, messages, podcasts, announcements, conversations and interviews”

   Progression step 3

   • 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 identify marketing elements designed to draw my attention.

   • I can store search results for future use, e.g. bookmark, add to favourites.

   Progression step 4

   • I can search a variety of sources using relevant search techniques with increased complexity.

   • I can identify stereotypes and their impact in a range of media.

   Progression step 5

   • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

   • 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.

3. Reading and writing digital text types, such as e-mails and web pages, for formal and informal audiences

   Assessed: In the exam

   The Unit 4 examination includes factual texts such as an e-mail, a web page and a graph, and asks learners to write in German for formal and informal contexts. Knowing the conventions of digital text types, and when each suits the purpose and audience, supports both reading and writing.

   DCF: Communication, Creating digital content

   Getting pupils ready

   Year 7

   Pupils send a short German e-mail through school Outlook to a classmate describing their family, with a photo attached.

   Year 8

   Pupils write a formal German e-mail to a campsite asking about prices and facilities, then compare its layout and greetings with an informal message to a friend.

   Year 9

   Pupils read a German tourist web page on screen, answer questions in English or Welsh, then build a short Sway page about Aberdare for German-speaking visitors.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 4 Reading and Writing, Areas of content, page 19

   “factual texts such as an e-mail, poster, web page, letter, newspaper article, flyer, graph, advert”

   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.

   Progression step 4

   • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

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

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

4. Discussing technology, social media and online wellbeing in German

   Assessed: In the exam and in coursework (NEA)

   Assessment in every unit draws only on the Appendix B vocabulary list, which includes soziale Medien nutzen (to use social media), im Internet surfen (to surf the internet), herunterladen (to download), hochladen (to upload), Like (like, social media), Bildschirm (screen), WLAN (internet connection) and Sucht (addiction). Learners may be asked to read, hear, speak or write about online life within the leisure and wellbeing theme. WJEC's own Appendix C maps Digital Competence Citizenship to Unit 2.

   DCF: Health and well-being, Online behaviour and online bullying

   Getting pupils ready

   Year 7

   Pupils say in German which apps they use, how long they spend online each day, and whether they think that is too much.

   Year 8

   Pupils hold a class debate in German on the pros and cons of social media using opinion phrases, then write a short paragraph giving their view.

   Year 9

   Pupils write a German reply to a forum post from a teenager who cannot put their phone down, giving advice and using words such as soziale Medien, herunterladen and Sucht.

   Show the specification wording and the DCF statements

   Where it is in the specification: Appendix B, everyday language, page 45

   “soziale Medien nutzen to use social media”

   Progression step 3

   • I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.

   • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

   Progression step 4

   • I can reflect on the role of digital media in my life and habits.

   • I can act appropriately online, keeping myself safe and behaving in a responsible manner.

   Progression step 5

   • I can take reasonable steps to avoid health problems caused by the use of technology and suggest strategies to prevent or reduce the problems, both physical and psychological.

   • I can continuously evaluate online behaviour, taking into consideration the consequences of actions; take action to minimise risk to safety and security; consider global and cultural perspectives and adapt behaviour accordingly.

5. Using online dictionaries and translation tools critically

   Assessed: Taught, but not assessed

   The spec lists the use of dictionaries as a language learning skill to develop, but dictionaries are banned in every assessed unit. Pupils therefore need to use online dictionaries and translators well, judge their limits, and never pass off machine-translated work as their own.

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

   Getting pupils ready

   Year 7

   Pupils look up five new words in an online bilingual dictionary such as WordReference, checking the gender and picking the right meaning from the list.

   Year 8

   Pupils put a short English paragraph through an online translator, then find and correct its German errors using the grammar they have been taught.

   Year 9

   Pupils discuss why handing in machine-translated or AI-written German counts as malpractice, then write a paragraph from memory and check it without a dictionary, as in the NEA.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 2, Opportunities for integration of learning experiences, page 20

   “demonstrate language strategies and language learning skills, including the use of dictionaries”

   Progression step 3

   • I can begin to reference sources used in my work, and consider if content is reliable.

   • I can understand that copying the work of others and presenting it as my own is plagiarism.

   Progression step 4

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

   • 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 consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

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

6. Communicating and collaborating online with speakers of the language

   Assessed: Taught, but not assessed

   Among the learning experiences the qualification should generate are direct or indirect contact with speakers of the language and making use of digital technology. These are not directly assessed, but safe online exchanges and shared projects give real audiences for German.

   DCF: Collaboration, Online behaviour and online bullying, Storing and sharing

   Getting pupils ready

   Year 7

   Pupils each add one slide introducing themselves in German to a shared class PowerPoint in Teams, with editing permissions set by the teacher.

   Year 8

   Pupils exchange teacher-moderated e-mails with a partner school in Germany, Austria or Switzerland, following class rules for safe online contact.

   Year 9

   Pupils work in groups on a shared PowerPoint or Sway about Welsh culture for a partner school in Germany, Austria or Switzerland, then improve it using the partner pupils' comments.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 2, Opportunities for integration of learning experiences, page 20

   “make use of digital technology”

   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 demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.

   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.

   • I can act appropriately online, keeping myself safe and behaving in a responsible manner.

   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.

   • 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.

Source: WJEC GCSE German specification, Teaching from 2025, For award from 2027, Version 2, February 2025.