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Skills that use Identity, image and reputation

1. 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.

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