DCF Cymru Digital competence for Wales

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GCSE Religious Studies

Religious Studies has little explicit digital demand: both examinations are written, and the two NEAs (40%) must be submitted digitally but may be handwritten and scanned. The real digital load sits in the NEA skills of selecting, producing and evaluating sources and researching charities. The biggest thing KS3 can build is judging the reliability and bias of online sources and crediting them properly.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of digital work
Low
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Religious and non-religious beliefs, teachings and practices: Written examination 1 hour 15 minutes, 30%
  • Unit 2: Religion and relationships: Non-examination assessment 6 hours, 20%
  • Unit 3: Roles, rights and responsibilities: Written examination 1 hour 15 minutes, 30%
  • Unit 4: Religion and human rights: Non-examination assessment 6 hours, 20%

Skills that use Online behaviour and online bullying

  1. Producing own sources to capture lived experience

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

    Learners may produce their own sources, and the spec values a different source type and evidence of lived experience. Recorded interviews or short online surveys are practical ways to do this, though the spec does not name them.

    DCF: Data and information literacy, Creating digital content, Identity, image and reputation, Digital rights, licensing and ownership, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils ask permission, then record a short audio interview on an iPad with a family member or visitor about how they mark a special occasion.
    Year 8
    Pupils design a Microsoft Forms survey of classmates' views on whether religious festivals should be school holidays and chart the results in Excel.
    Year 9
    Pupils plan, record and trim an interview with a faith leader or humanist visitor in Audacity, then quote it as evidence in a written judgement.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.2.1, page 45

    “to provide a different source type, leading to greater understanding • to provide evidence of lived experience.”
    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 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.

    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 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 act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.

    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 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.

Good to know

Links with other qualifications

Source evaluation and charity research overlap with source work in History, and the Unit 2 relationship themes link to Relationships and Sexuality Education in Health and wellbeing.

Source: WJEC GCSE Religious Studies specification, Version 5, September 2026, teaching from 2025, for award from 2027.