Skills for Life: Digital Film and Media
Digital film and media is a 20 hour Skills for Life unit in which learners study how films, adverts, vlogs and podcasts communicate with an audience, then plan, shoot, edit and review a product of their own. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Digital demand is high: every level requires learners to use cameras, recording equipment or editing software, and Level 1 and Level 2 add a production plan naming equipment and software, camera, lighting and sound techniques, and evaluating the finished product.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- High
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (types of digital film and media products, expressing an idea for a product, taking part in creating a product, reflecting on the product) with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
- Level 1 and Level 2: Four learning outcomes (how digital film and media products communicate messages, planning a product, producing a product, reflecting on its success) with assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Skills that use Evaluating and improving digital content
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Analysing purpose, audience and representation in media
Entry learners point out or describe types of digital film and media products, their purpose and target audience. At Level 1 and Level 2 learners describe or explain how visual, audio and text elements work together to send a message and how representation or target audience shapes tone and style. These are assessment criteria.
DCF: Health and well-being, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils watch three short clips, an advert, a vlog and a news report, and sort them by purpose and by who they are aimed at.
- Year 8
- Pupils pause a TV advert at key moments and note how camera shots, music and on screen text grab the attention of the target audience.
- Year 9
- Pupils compare how two adverts for the same product represent teenagers, and discuss any stereotypes and how they suit each target audience.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 1, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 to 1.4, page 7; amplification of learning outcome 1, pages 9 and 10
“Explain how representation and/or target audience”
Progression step 3
I can identify marketing elements designed to draw my attention.
I can explain reasons for layout and content of my own work and the work of others.
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.
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Choosing and justifying a format
Entry learners match or select a format to express their idea, and at Entry 3 say why. At Level 1 learners state the format and give a simple reason, and at Level 2 explain which format is most suitable for their idea. These are assessment criteria.
DCF: Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils decide whether a message about recycling would work best as a poster, a podcast or a short video, and give one reason.
- Year 8
- Pupils compare a reel style video and a podcast for an anti-bullying message and list the advantages and disadvantages of each for teenagers.
- Year 9
- Pupils pitch a format for a campaign about attendance to a partner, justifying the choice against two alternatives in terms of audience and platform.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 2, assessment criterion 2.2, page 5; Level 1 and Level 2, learning outcome 2, assessment criterion 2.2, page 7
“Explain which format is the most suitable for your”
Progression step 3
I can ensure my output is appropriate for specific purposes.
Progression step 4
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
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Evaluating and improving from feedback
Entry learners say what went well and what could be done differently. At Level 1 learners describe what worked, identify improvements and reflect on feedback, and at Level 2 evaluate how well the product meets its purpose and audience and its strengths and areas for improvement. These are assessment criteria; peer and audience feedback forms are suggested evidence.
DCF: Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils show their clip to a partner and note one thing that worked and one thing to change.
- Year 8
- Pupils share their video on the class platform, collect comments from three classmates and pick two changes to make.
- Year 9
- Pupils screen their short film to a target group, gather feedback with a short form, then re-edit and explain how the changes suit the audience better.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 4, page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 to 4.3, page 8
“Reflect on feedback given about the digital film and”
Progression step 3
I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
I can explain reasons for layout and content of my own work and the work of others.
Progression step 4
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
Good to know
- Unit codes run from Entry 1 to Level 2: "S606E1" to "S606L2", and the unit is 20 guided learning hours (Unit overview, page 3).
- Centres need kit. The pack says centres "may need access to equipment such as cameras or smartphones, tripods, microphones, basic lighting, editing software" and computers (Resources required for delivery, page 14).
- Evidence is largely digital: the pack lists the "final digital media product", "annotated screenshots" and an "editing timeline or project file from media software" (Sources of evidence, page 13), and a portfolio "is not limited to paper-based materials" (Specification section 4.1, page 18).
- Suggested activities and assessment tasks are optional: the specification says "These tasks are not mandatory" (section 4.1, page 18).
- AI tools need care. The pack lists CapCut as an "AI video editor" (page 15), and the specification treats "Failing to acknowledge use of AI tools" and using AI to complete parts of the assessment as misuse (section 4.6, page 21).
- Plan around social media with care: the pack warns that the UK Government "has announced plans to restrict social media use by children under 16" (Contents, page 2).
Links with other qualifications
The pack names links with GCSE Digital Media and Film, the VCSEs in Creative and Media Production, and Technology, and in Performing Arts, Foundation Digital Technology, Foundation Expressive Arts and Foundation Creative and Media Production, and Technology, all of which involve planning and making media products. Camera, editing and audience work also overlaps with GCSE Digital Technology. Within the Skills Suite the pack suggests delivering it alongside Music, dance and drama, Online safety, Science and technology in everyday life, Interview and confidence techniques, and Using IT in the workplace.
Source: WJEC Digital film and media 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).