Skills for Life: Art and Crafts
Arts and crafts is a 20 hour Skills for Life unit, offered from Entry 1 to Level 2, in which learners explore what art and craft is, express ideas or feelings through their work, and choose and use materials, tools and techniques safely to make a finished piece. It is one unit that learners combine with others into a Skills for Life or Skills for Life and Work Award, Certificate or Diploma. No assessment criterion requires digital work. Digital skills sit in researching artists online, photographing work in progress, presenting work with apps such as Canva or Adobe Express, and acknowledging any AI use in the portfolio.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Low
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Three learning outcomes (know what art and craft is, express simple ideas or feelings through art and craft, use basic materials and tools to create a simple piece of work), with evidence compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S601E1, S601E2 and S601E3
- Level 1 and Level 2: Three learning outcomes (know the key characteristics of art and craft, develop and express ideas or feelings through art and craft, select and use suitable materials, tools and techniques to create a piece of work), with evidence compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S601L1 and S601L2
The digital skills in this qualification
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Researching art and craft forms and artists online
The unit overview says that at Levels 1 and 2 learners use digital tools to research their work, and the pack points to the Arts Council of Wales, the National Gallery Imaginarium, Tate Kids and Pinterest. This research feeds Learning outcome 1, where learners identify forms of art and craft at Level 1 and compare styles, techniques or purposes at Level 2, but no criterion requires the research to be digital.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils search Tate Kids for two artworks that use collage and bookmark both pages in a class folder.
- Year 8
- Pupils change their search words to find a Welsh textile artist and a ceramicist, and save each link with the artist's name and one technique they use.
- Year 9
- Pupils research one craft style, such as Welsh quilting, from three websites, note which site they trusted most and why, and list the links they used.
Show the specification wording and the DCF statements
Where it is in the specification: Unit overview, Curriculum for Wales, page 3; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 to 1.3, page 6; Resources available to support delivery, pages 13 and 14
“learners will use digital tools to research, record, and present work”
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.
I can begin to reference sources used in my work, and consider if content is reliable.
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.
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Photographing and recording work for the portfolio
Possible sources of evidence include photographs or digital records of work in progress and finished pieces, which learners at every level can capture and save into their portfolio. The portfolio is not limited to paper, so photos of sketches, technique samples and finished items are a natural way to evidence Learning outcome 3. Taking the photos is a suggested way of collecting evidence, not something the criteria require.
DCF: Storing and sharing, Creating digital content
Getting pupils ready
- Year 7
- Pupils photograph their clay pinch pot at three stages on a tablet and save the photos with clear names in a project folder.
- Year 8
- Pupils crop and label photos of their printmaking samples, upload them to an online folder and sort them into tests and final prints.
- Year 9
- Pupils keep a dated photo log of a mixed media piece from idea to finish, using version history to keep earlier edits of their captions.
Show the specification wording and the DCF statements
Where it is in the specification: Sources of evidence, page 11; Specification section 4.1, page 18
“photographs or digital records of work in progress and finished pieces”
Progression step 3
I can manage files and folders locally or online, e.g. move files to a folder.
I can upload files from a local drive to online storage.
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 use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.
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.
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Presenting and showcasing work with digital tools
For Level 1 and Level 2 learners the pack suggests photographing, video recording or digitally editing work to showcase ideas or techniques, and a visiting creative technician could help learners make a simple digital portfolio. Canva, Adobe Express and Clipchamp are listed as tools. This can support presenting ideas (criterion 2.1) and explaining how work meets its purpose (criterion 2.3), but it is a suggested activity only.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils make a two slide presentation with a photo of their finished collage and one sentence on the feeling it shows.
- Year 8
- Pupils design a Canva poster for a class exhibition using photos of their work, a title and short captions for visitors.
- Year 9
- Pupils film and edit a one minute Clipchamp video showing how they made a print, with titles for each stage and a spoken explanation of their choices.
Show the specification wording and the DCF statements
Where it is in the specification: Suggested activities, page 11; Experiences, page 12; Resources available to support delivery, pages 13 and 14
“digital documentation and presentation: photographing, video recording, or digitally editing work to showcase ideas or techniques”
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 software tools to enhance the outcomes for specific audiences.
I can ensure my output is appropriate for specific purposes.
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 justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
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Using digital media as an art material
The Level 1 and Level 2 amplification lists digital media alongside paper, fabric and clay as a material used in art and craft, and Entry Level activities include exploring simple art apps. Learners could therefore choose a digital technique when they select materials for Learning outcome 3, but nothing requires it.
DCF: Creating digital content, Digital rights, licensing and ownership
Getting pupils ready
- Year 7
- Pupils draw a simple pattern in a free drawing app, trying two brush tools and two colours.
- Year 8
- Pupils edit a photo of a leaf in an app by changing colour and adding a filter, then compare it with a painted version of the same leaf.
- Year 9
- Pupils create a digital collage from their own photos and textures, using layers, and explain why they chose digital rather than paper for this piece.
Show the specification wording and the DCF statements
Where it is in the specification: Amplification, learning outcome 1, page 9; Suggested activities for Entry Level learners, page 10
“materials used: paper, fabric, clay, paint, wood, metal, digital media”
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 understand that images can be edited digitally and can discuss rights and permissions associated with this.
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.
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Acknowledging sources and AI use in portfolio work
The specification allows AI tools only when properly referenced and lists failing to acknowledge AI as malpractice, and learners sign a declaration that their work is their own. This applies to every learner's portfolio at every level, for example any AI images or text about artists. It is an assessment rule rather than an assessment criterion.
DCF: Digital rights, licensing and ownership, Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils write the website name under each artwork image they paste into their sketchbook page.
- Year 8
- Pupils compare an artwork they made inspired by an artist with a straight copy, and discuss why copying and claiming it as their own is plagiarism.
- Year 9
- Pupils add a source list to a research page, including a note on any AI tool they used and what for, following a simple class format.
Show the specification wording and the DCF statements
Where it is in the specification: Specification section 4.2, Supervision and authentication, page 19; section 4.6, page 21
“Failing to acknowledge use of AI tools when they have been used as a source of information”
Progression step 3
I can understand that copying the work of others and presenting it as my own is plagiarism.
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 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.
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
Good to know
- The unit codes are "S601E1", "S601E2", "S601E3", "S601L1" and "S601L2", and the unit is 20 GLH in the Skills for Life suite (Unit overview, page 3).
- Centres "may need access to an art room or suitable creative workspace" with craft materials, and "Assessment of this unit should not require any additional resources to those required for delivery" (Resources, page 13 and page 14).
- Evidence does not have to be written: it "may be verbal, written, practical, or visual", and sources include "photographs or digital records of work in progress and finished pieces" (Sources of evidence, page 11). The portfolio "is not limited to paper-based materials" (Specification section 4.1, page 18).
- AI tools can be used "When properly referenced", but "Failing to acknowledge use of AI tools when they have been used as a source of information" is AI misuse (Specification section 4.6, page 21), and learners "must sign a declaration confirming the authenticity of submitted work" (section 4.2, page 19).
- Suggested assessment tasks are provided in each pack but "These tasks are not mandatory" (Specification section 4.1, page 18), so the digital activities in this unit are optional.
- Only the highest level achieved counts: "only the highest level of the unit achieved will count towards the GLH" (Specification section 2.2, page 10).
Links with other qualifications
The pack names GCSE Art and Design, the VCSE in Creative and Media Production and Technology, and the Foundation qualifications in Expressive Arts, Design and Technology, and Creative and Media Production and Technology as related WJEC qualifications. Learners who photograph, edit and present their work digitally build skills also used in GCSE Digital Media and Film. Within the Skills Suite, the pack suggests delivering it alongside Digital film and media, Equality, diversity and inclusion, Ethical choices, Community participation and Sustainability in action, with Career creativity and Exploring career pathways linking to creative careers.
Source: WJEC Arts and crafts unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).