Skills for Life: Digital Film and Media
Digital Film and Media is an Open Awards Skills for Life unit in which learners capture, plan and edit their own media, from taking part in capturing a photo and adding a sticker or filter at Entry 1 to developing a concept from a brief, then planning, filming, editing and evaluating a media product at Level 2. Each of the 5 levels is a separate unit with its own code and 20 guided learning hours in the unit specification, and only 1 level can count towards a qualification. Assessment is through provider designed tasks with evidence in a portfolio, quality assured internally and by Open Awards, and every criterion must be met for a pass. Digital demand is high: every level asks learners to use a digital device to capture media and a digital tool to change or edit it, and from Entry 3 learners plan, produce and review a finished digital product.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- High
- Specification
- Open the specification
How this unit is assessed
- Entry Level 1 (CBM046) and Entry Level 2 (CBM047): Entry 1 has 3 learning outcomes and 6 criteria: identify equipment used to capture images or film and to view digital media, recognise familiar media content and express a preference, take part in capturing a digital image or video, and use a digital tool to change or add to media, for example a sticker, filter or sound. Entry 2 has 6 criteria: identify at least 2 devices used to create media and state the purpose of 2 pieces of equipment, select assets and identify at least 2 stages of a simple sequence, record at least 2 short clips and add at least 2 simple effects or sounds. Tasks are designed by the provider, evidence goes in a portfolio and includes assessor observation, and every criterion must be met for a pass. The unit specification gives 20 guided learning hours at each level.
- Entry Level 3 (CBM048): 3 learning outcomes and 6 criteria: identify 2 purposes and at least 2 features of media products, select at least 2 assets and outline a simple sequence such as a 3 frame storyboard, capture own original media content and edit it into 1 simple final product, for example a trimmed clip with a title or sound. Provider designed tasks with portfolio evidence and observation of the learner's role. 20 guided learning hours.
- Level 1 (CBM049): 4 learning outcomes and 8 criteria: describe at least 3 purposes of media products and how media appeals to an audience, prepare a production plan (storyboard, script or location recce) and organise resources, use at least 3 techniques to capture media safely and produce a product that follows the plan, then describe strengths and identify improvements. Provider designed tasks with portfolio evidence and observation of safe working. 20 guided learning hours.
- Level 2 (CBM050): 4 learning outcomes and 8 criteria: describe at least 3 genres and formats and explain the purpose of pre-production documents, develop a concept from a brief (purpose, audience and message) and produce a structured plan, use equipment with control and apply safe working practices, edit media into a final product in line with the concept and evaluate it against the original intent, including how the audience received it. Provider designed tasks with portfolio evidence and observation of technical control. 20 guided learning hours.
Skills that use Creating digital content
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Capturing photos, video and sound with digital devices
Learners take part in capturing an image or short video with support at Entry 1, record at least 2 short clips at Entry 2 and capture their own original content at Entry 3, for example a tripod interview, stop-motion photos or environmental sounds. At Level 1 they use at least 3 techniques to capture media safely, such as a level tripod, the rule of thirds and monitoring audio levels with headphones, and at Level 2 they show controlled use of the equipment. This is required at every level.
Getting pupils ready
- Year 7
- Pupils take 10 photos on a tablet to show a typical school day and put them in order in a shared folder.
- Year 8
- Pupils film the same scene as a wide shot, a mid shot and a close up, using a tripod, and compare the effect of each.
- Year 9
- Pupils record a 1 minute interview using the rule of thirds and headphones to check the sound, then review the footage for shaky shots or poor audio.
Show the specification wording and the DCF statements
Where it is in the specification: Unit Content, LO3 AC 3.1 at each level, pages 13, 15, 17, 20 and 23
“Learners must capture their own original media content”
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.
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.
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.
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Editing media with effects, sound, titles and transitions
Entry 1 learners use a digital tool to add a sticker, filter or sound, and Entry 2 learners add at least 2 effects or sounds, for example a black and white filter or a sound effect dragged onto a video timeline. Entry 3 learners produce 1 edited outcome such as a trimmed clip with a title or sound, Level 1 learners produce a finished product that follows their plan, and Level 2 learners edit media into a final product in line with their concept. This is required at every level.
Getting pupils ready
- Year 7
- Pupils add a filter, a sticker and a title to a photo in a simple editing app and save a copy.
- Year 8
- Pupils trim 3 clips on a video timeline, add a title card and a sound effect, and export the result.
- Year 9
- Pupils edit a 2 minute film with transitions, captions and a music track chosen to suit the audience, then export it in a format suited to where it will be shown.
Show the specification wording and the DCF statements
Where it is in the specification: Unit Content, LO3 AC 3.2 at Entry 1 to Level 1, pages 13, 15, 17 and 20; LO4 AC 4.1, Level 2, page 23
“Learners must produce one simple edited outcome, e.g., trimmed clip with title or sound.”
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.
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.
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.
Good to know
- Each level is a separate unit, CBM046 to CBM050, and the specification gives "Credit Value: Two (2)" and "Guided Learning Hours: 20" at every level (Unit Content, pages 12, 14, 16, 19 and 22). The Level 1 Qualification Guide lists Entry Level 1 and Entry Level 2 as 1 credit and 10 GLH (Qualification Units, page 17), so the size at those 2 levels needs checking with Open Awards.
- Only 1 level counts: "units with the same title at different levels are barred for completion within the same qualification", BSL being the only exception (Level 1 Qualification Guide, Qualification Units, page 17).
- The centre writes the tasks: the units are "assessed through assessment tasks and activities designed by the provider" and "All assessment criteria must be met in full for the learner to be awarded a 'pass'" (Assessment Approach, page 8). Delivery needs "an approved Delivery and Assessment Plan" first (Delivery Requirements, page 6).
- Evidence goes in a portfolio, paper or digital, and "Wherever possible, e-portfolios are encouraged" (Assessment Approach, page 8). Decisions go through internal quality assurance and external quality assurance by Open Awards.
- No studio is needed: "No specialist studio is required." Centres need devices that capture photos or video, editing software such as "iMovie, Clipchamp, Adobe Express, Canva, CapCut or equivalent", and storage for saving work (Physical Resources, page 6).
- Filming others needs care: providers must cover "Basic data protection and privacy considerations (e.g., permission for filming others)" and "Awareness of surroundings when filming" (Health and Safety, page 7).
- Staff must "Have experience in digital media, creative arts, or digital skills delivery", although formal industry qualifications are not mandatory (Staffing Resources, page 6).
- Neither the unit specification nor the Level 1 Qualification Guide says anything about learners using AI tools.
- The Unit Content tables print the title as "Digital, Film and Media" with a stray comma (pages 12 to 22), and the Level 1 criterion 3.1 guidance reads "use techniques for a minimum of three digital techniques" (page 20).
Links with other qualifications
Digital Film and Media links most closely with GCSE Digital Media and Film, which takes media analysis and production much further, and with the WJEC VCSE and Foundation in Creative and Media Production and Technology. Planning documents, safe use of equipment and editing connect with GCSE Digital Technology, and the creative aim with GCSE Art and Design and GCSE Drama; the unit itself sits in the Expressive Arts Area of Learning and Experience. The Pearson Digital film and media unit is also 20 hours but has 1 criterion per level built around set image counts and running times with a process log, while the Open Awards unit has 6 to 8 criteria per level that add knowledge of media purposes, audiences, genres and pre-production documents and, at Level 1 and Level 2, a review or evaluation of the finished product. In the Open Awards Skills for Life group, Arts and Crafts and Music, Dance and Drama share the creative aim.
Source: Open Awards Skills for Life Unit Specification, Digital Film and Media, Entry Level 1 to Level 2.