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The digital skills in this qualification

1. Answering questions in an on-screen examination

   Assessed: In the exam

   Unit 1 is a digital examination with objective, quick-response, short and extended answers, so learners must read, navigate and type answers on screen under timed conditions.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils answer a short Microsoft Forms quiz on the skeleton or muscles at the end of a topic, including one typed extended answer.

   Year 8

   Pupils complete a timed Forms quiz on the effects of exercise with multiple choice and typed paragraph answers, using keyboard shortcuts to edit and check their writing.

   Year 9

   Pupils sit a full-length on-screen practice test on a topic such as energy systems and training zones, typing extended answers and reviewing them before submitting.

   Show the specification wording and the DCF statements

   Where it is in the specification: Summary of assessment, page 4; Unit 1, page 10

   “Digital examination: 1 hour 30 minutes”

   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.

   Progression step 4

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

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

2. Filming and reviewing performance

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

   Off-site activities that cannot be seen live on moderation day need audio-visual evidence, and in Unit 2 learners must analyse and evaluate their own and others' performance. The spec does not require learners to do the filming, but recording and reviewing footage is the usual way to evidence and analyse performance.

   DCF: Creating digital content, Identity, image and reputation, Storing and sharing, Online behaviour and online bullying

   Getting pupils ready

   Year 7

   Pupils ask permission, then film a partner's chest pass or forward roll on an iPad, play it back in slow motion and name one strength and one fix.

   Year 8

   Pupils record a short passage of play in a team game, trim the clip and add text labels to highlight one decision a player made.

   Year 9

   Pupils film their own performance in a conditioned game, write a coach-style analysis of key moments, and store the clip in a named Teams folder with the right sharing permissions.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, page 24; Unit 2, Section 2.1.5, pages 18 to 19

   “Appropriate audio-visual evidence must be available for the performance of any candidate that cannot be seen ‘live’ on moderation day.”

   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 think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

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

   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 understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

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

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

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

3. Recording and analysing fitness test data

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

   For the personal training part of Unit 2, learners must measure and interpret their fitness through fitness testing and health screening, compare results to normative data, and analyse results to find strengths and areas for improvement.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils enter class bleep test or sit-and-reach scores into a shared Excel table and use MAX, MIN and AVERAGE to compare results.

   Year 8

   Pupils set up an Excel sheet of their own fitness test scores, compare each to a normative data table with a colour-coded column, and chart the results.

   Year 9

   Pupils test themselves at the start and end of a half term, chart both sets of results in Excel against normative data, and write a conclusion on whether and why they improved.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Sections 2.2.1 and 2.2.3, pages 20 to 21

   “analyse fitness test results to identify strengths and areas for improvement”

   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 create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

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

   Progression step 5

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

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

4. Planning and monitoring a personal training programme

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

   Learners plan, implement and evaluate an 8 to 10 week personal training activity, setting goals, applying the principles of training and monitoring progress. The spec does not require a digital format, but a spreadsheet training log is the most practical way to plan and track it.

   DCF: Sourcing, searching and planning digital content, Problem-solving and modelling

   Getting pupils ready

   Year 7

   Pupils plan a four-station circuit in a Word table before the lesson, then follow it and note one change for next time.

   Year 8

   Pupils keep a three-week Excel log of a simple exercise routine, recording reps, times and progress towards a SMART goal.

   Year 9

   Pupils build a six-week training plan in Excel that uses formulae to increase the load each week and records heart rate to check they are in the right training zone.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, overview, page 17; Section 2.2.2, page 21

   “Plan, implement and evaluate a personal training activity (of self) over 8-10 weeks for a sport or physical activity from the approved list”

   Progression step 3

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

   • I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.

   Progression step 4

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

   • I can create a simple model or self-contained algorithm.

   Progression step 5

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

   • I can independently create and design models, and explain how they represent real-world problems, e.g. selecting and correctly using an appropriate method for illustrating a problem, such as a flowchart or spreadsheet.

5. Evaluating sports media and technology

   Assessed: In the exam

   Unit 1 covers media influence on participation, including promotion, coverage and education, along with body image and innovation such as personalised audience experiences and developments in performance, officiating and coaching. The spec names no specific technologies, so examples such as video referee systems, wearables and social media coverage can be used.

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

   Getting pupils ready

   Year 7

   Pupils compare how a sports website covers a men's and a women's fixture and discuss what the images and headlines suggest.

   Year 8

   Pupils discuss how edited images of athletes and influencers on social media can affect body image and willingness to take part in sport.

   Year 9

   Pupils research one technology used in sport, such as video referee systems or GPS vests, and present its benefits and drawbacks for performers, officials and spectators.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Sections 1.1.1 and 1.1.2, pages 11 to 12

   “innovation and contemporary developments including: • personalised audience experiences • health and wellbeing awareness • performance, officiating and coaching”

   Progression step 3

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

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

   Progression step 4

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

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

   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 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.

6. Researching local sports opportunities online

   Assessed: Taught, but not assessed

   The spec encourages learners to research sports participation initiatives in their local community, watch recordings of sportspeople and officials, and make appropriate use of digital technology. These learning experiences are not directly assessed.

   DCF: Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils search for clubs in their area for a sport they enjoy and bookmark the club websites to build a class list.

   Year 8

   Pupils use refined searches to find local council or Sport Wales initiatives for girls or disabled participants and check which sources are current and reliable.

   Year 9

   Pupils create a shared PowerPoint guide to local sports opportunities for younger pupils, with checked and referenced links.

   Show the specification wording and the DCF statements

   Where it is in the specification: Opportunities for integration of learning experiences, page 22

   “research sports participation initiatives and opportunities in Learners’ local communities”

   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 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.

Source: WJEC GCSE Physical Education and Health specification, Version 2, December 2025, teaching from 2026, for award from 2028.