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The digital skills in this qualification

1. Producing and submitting word-processed NEA work

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

   Both NEA units (24 hours of work, 60% of the GCSE) must be submitted digitally, with no handwritten option stated. Learners need to write extended, structured responses to case study tasks, then save and submit their files correctly.

   DCF: Creating digital content, Storing and sharing, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   In Health and wellbeing lessons, pupils type a short response to a case study about a family's needs in Word, using a heading, bullet points and spellcheck, and save it to a named OneDrive folder.

   Year 8

   Pupils write a structured report on a local care service in Word with headings and a table, then improve it using a partner's comments before handing it in through Teams Assignments.

   Year 9

   Pupils complete a timed, word-processed case study task on an older person's care needs, using heading styles and version history, and submit a correctly named file through Teams Assignments.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Units 2 and 3, page 34

   “Assessments must be submitted digitally.”

   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 keyboard commands such as shortcuts.

   • I can manage files and folders locally or online, e.g. move files to a folder.

   Progression step 4

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

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

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

   • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

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

2. Researching and evaluating sources for the childcare investigation

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

   Unit 3 includes an investigation, and AO3 asks learners to investigate, analyse and evaluate provision and draw conclusions. The spec does not say how the investigation is researched, but most information on services such as Flying Start or Play Wales will be found online, so searching, judging reliability and referencing matter.

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

   Getting pupils ready

   Year 7

   Pupils find out what a local playgroup or Flying Start service offers from two websites and list both sources with their web addresses.

   Year 8

   Pupils use refined keyword searches to find information on the benefits of play from Play Wales and one other site, then rate each source for reliability using a checklist.

   Year 9

   Pupils carry out a short investigation into childcare provision in their area, using search operators, judging each source for reliability and bias, and referencing every source at the end.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.1 AO3, page 33; Section 3.2 Unit 3, page 34

   “Investigate, analyse, and evaluate values, issues and provision in health and social care, and childcare, making reasoned judgements and drawing conclusions.”

   Progression step 3

   • I can adjust keywords and search techniques to find relevant information.

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

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

   • I can independently use a range of complex searches, e.g. and/or/+/-/not.

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

   • 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.

3. Interpreting health and wellbeing statistics and measurements

   Assessed: In the exam

   Unit 1 requires learners to understand wellbeing indicators, including statistics, surveys and questionnaires, physiological measurements such as heart rate and blood pressure, and lifestyle data such as smoking rates and obesity levels.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils record their resting and after-exercise pulse rates in an Excel table and use SUM and AVERAGE to compare class results.

   Year 8

   Pupils design a short Microsoft Forms questionnaire on sleep, export the anonymous results to Excel and present them as a chart with a one-line conclusion.

   Year 9

   Pupils download StatsWales or Public Health Wales figures on smoking or obesity by local authority, sort and chart them in Excel, and explain what they show about health inequality in Wales.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.3.1, page 16

   “statistics: educational attainment, employment, housing, income, child poverty, security, environmental quality”

   Progression step 3

   • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

   • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

   Progression step 4

   • I can perform analysis on simple data sets including grouping data as appropriate.

   • I can analyse large data sets and identify trends where appropriate.

   Progression step 5

   • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

   • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

4. Analysing health promotion campaigns for different audiences

   Assessed: In the exam and in coursework (NEA)

   Learners must understand why promotion campaigns target specific audiences and know named Welsh campaigns such as Help me quit and Beat flu. The spec does not say campaigns are digital, but most are delivered online, which makes this a natural place to build media and audience analysis.

   DCF: Health and well-being, Evaluating and improving digital content, Communication

   Getting pupils ready

   Year 7

   Pupils annotate a screenshot of a healthy eating web page in PowerPoint to show the colours, images and wording chosen to grab attention.

   Year 8

   Pupils make a one-slide PowerPoint poster promoting handwashing to young children, choosing images, font and layout for that audience and explaining their choices.

   Year 9

   Pupils plan and produce a short health campaign on sleep or stress for Year 7 as slides or a short video, justify their design choices, and improve it after peer feedback.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.3.1, page 16; Unit 2, Section 2.3.1, page 24

   “the need for promotion campaigns and initiatives targeted at raising awareness of health and wellbeing related issues with specific audiences”

   Progression step 3

   • I can identify marketing elements designed to draw my attention.

   • I can comment on reasons for layout and content.

   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 identify stereotypes and their impact in a range of media.

   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. Understanding how media and online relationships affect wellbeing

   Assessed: In the exam

   Unit 1 lists the influence of society, role models and the media as a factor affecting growth and development, and the spec expects learners to understand relationships including virtual ones. Social media is not named, so this is a teaching opportunity rather than a stated digital requirement.

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

   Getting pupils ready

   Year 7

   Pupils keep a one-week screen time diary and discuss how it affects their sleep, exercise and friendships.

   Year 8

   Pupils compare edited and unedited images of influencers and discuss how these can affect body image and self-esteem in adolescence.

   Year 9

   Pupils analyse case studies of online friendships and peer pressure, identify warning signs of harm, and practise the reporting routes a young person or care worker would use.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.1.3, page 13; Section 1.2, page 8

   “influence of society, role models and the 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.

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

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

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

   Progression step 5

   • 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.

   • 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 apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

6. Communicating with sector professionals online

   Assessed: Taught, but not assessed

   The spec suggests learners hear from and interact with health, social care and childcare professionals in person or online, and make appropriate use of digital technology. These learning experiences are not directly assessed.

   DCF: Communication, Identity, image and reputation

   Getting pupils ready

   Year 7

   Pupils draft a polite email in Outlook, with a clear subject line, asking a care worker two questions about their job, sent via the teacher.

   Year 8

   Pupils prepare questions and take part in a Teams video call with a nurse, midwife or childminder, following agreed rules for turn-taking and privacy.

   Year 9

   Pupils research health and care careers on Careers Wales, then review what their own online presence would say to a future employer and check their privacy settings.

   Show the specification wording and the DCF statements

   Where it is in the specification: Opportunities for integration of learning experiences, page 32

   “hear directly from, and interact with, health and social care, and childcare professionals, either in person or online”

   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 understand that I have a digital footprint and that this information can be searched, copied and passed on.

   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 build a positive reputation in the context of employment prospects, e.g. use social media responsibly.

Source: WJEC GCSE Health and Social Care, and Childcare specification, teaching from 2026, for award from 2028 (© WJEC CBAC Ltd 2025).