DCF Cymru Digital competence for Wales

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GCSE History

The one compulsory digital demand is Unit 2, a 3 hour historical enquiry completed on screen through the WJEC e-assessment platform, where learners read the question, timeline and sources on screen and plan, write and refine an extended answer. Evaluating sources and interpretations runs through every unit, and accessing sources digitally is encouraged but not assessed. The biggest thing KS3 should build is fluent on-screen reading and typing of structured, source-based extended answers under time.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2026
Amount of digital work
Medium
Specification
Open the specification
How this qualification is assessed
  • Unit 1: An in-depth study on Welsh history: Written examination 1 hour, 30%
  • Unit 2: An in-depth study on European and/or World history: On-screen non-examination assessment 3 hours, 20%, marked by WJEC
  • Unit 3: A study of a period in world history: Written examination 1 hour, 30%
  • Unit 4: A changing society: Non-examination assessment 4 hours 15 minutes, 20%, marked by the centre and moderated by WJEC

The digital skills in this qualification

  1. Reading sources on screen and typing an extended answer

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

    Unit 2 is taken entirely on WJEC's e-assessment platform, where the question, narrative, timeline and items are provided on screen and learners type a focused response in up to 3 hours, in one or several sessions.

    DCF: Creating digital content

    Getting pupils ready

    Year 7
    Pupils type a short paragraph answer to a History question in Word each half term, using spellcheck and keyboard shortcuts to edit it.
    Year 8
    Pupils read a set of sources on screen beside a Word document and type a timed 20 minute answer without printed copies.
    Year 9
    Pupils sit a 45 minute on-screen mock enquiry in which the question, timeline and sources are only available on screen and the answer is typed.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, Unit 2 overview, page 57; Summary of assessment, page 6

    “Learners will complete the assessment of Unit 2 digitally through WJEC’s e-assessment platform.”
    Progression step 3

    • I can use keyboard commands such as shortcuts.

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

    Progression step 5

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

  2. Planning, drafting, refining and reflecting on screen

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

    The Unit 2 on-screen enquiry follows set stages: form a hypothesis, analyse the items, plan, develop the response, then critically reflect on the process and conclusion. Unit 4 uses the same stages.

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

    Getting pupils ready

    Year 7
    Pupils plan a paragraph in a Word table with columns for point, evidence and explanation before typing it up as prose.
    Year 8
    Pupils draft an answer on why the Normans built castles in Wales, improve it against a checklist, and use OneDrive version history to compare drafts.
    Year 9
    Pupils plan, draft and refine an enquiry answer on screen over two lessons, then type a short reflection on how their hypothesis changed.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, Unit 2 overview, page 57; Unit 4, Section 4.1, page 54

    “Stage 3: Plan the response Stage 4: Develop the response Stage 5: Critically reflect on the process they have undertaken and the conclusion”
    Progression step 3

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

    • I can ensure my output is appropriate for specific purposes.

    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.

    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.

  3. Evaluating the reliability of sources and interpretations, including online ones

    Assessed: In the exam and in coursework (NEA)

    Every unit assesses analysis and evaluation of sources and interpretations. Many interpretations pupils meet are websites, documentaries and digitised items, so judging provenance and reliability online is the digital form of this core skill.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils compare two websites about Owain Glyndŵr, one from a museum and one from an open wiki, and decide which is more reliable and why.
    Year 8
    Pupils treat a clip from a TV documentary on the Tudors as an interpretation, noting who made it, when, and for what audience.
    Year 9
    Pupils check the provenance of a digitised photograph from People's Collection Wales, using its catalogue record to find the creator, date and purpose.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.1, Assessment objective AO3, page 56; Unit 2 areas of content, page 26

    “Analyse, evaluate, or make judgements on source material, historical interpretations and historical debates, synthesising these strands where appropriate”
    Progression step 3

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

    Progression step 4

    • 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 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.

  4. Searching digitised archives and making virtual visits

    Assessed: Taught, but not assessed

    The spec encourages learners to access historical source material digitally and to take part in educational visits in person or digitally. This is a learning experience only and is not directly assessed.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils search the National Library of Wales online collections with given keywords to find a picture of their town before 1900 and bookmark it.
    Year 8
    Pupils take a virtual tour of a Welsh castle using Cadw resources or Google Street View and collect three pieces of evidence about its design.
    Year 9
    Pupils use advanced search and date filters on Welsh Newspapers Online to find reports of a local event and save them in a shared class folder.
    Show the specification wording and the DCF statements

    Where it is in the specification: Opportunities for integration of learning experiences, page 55

    “make appropriate use of digital technology when completing the qualification, for example through accessing historical source material digitally”
    Progression step 3

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

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

    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.

  5. Analysing media representation, propaganda and edited images

    Assessed: In the exam and in coursework (NEA)

    Depending on the options a centre chooses, learners study media representation after 9/11, Nazi propaganda and censorship, or the role of film and television in shaping attitudes. This is option dependent, not universal.

    DCF: Health and well-being, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils analyse a Second World War propaganda poster, then design their own in PowerPoint and label the persuasive techniques they used.
    Year 8
    Pupils compare an original and an edited version of a historical photograph, such as Soviet images with figures removed, and explain why it was changed.
    Year 9
    Pupils examine how news websites and TV news presented a recent event, identifying stereotypes and how they could shape public attitudes.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Option 2.6.5, page 39; Option 2.5, page 36; Unit 3, Option 3.6.5, page 52

    “media representation and the impact on racial perceptions in the US”
    Progression step 3

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

    • I can understand that images can be edited digitally and can discuss rights and permissions associated with this.

    Progression step 4

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

    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.

Good to know

Links with other qualifications

Evaluating the reliability of online sources overlaps with Geography Unit 4 research, and on-screen extended writing overlaps with other subjects using WJEC e-assessment.

Source: WJEC GCSE History specification, Teaching from 2026, For award from 2028, Version 6, June 2026.