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The digital skills in this qualification

1. Creating digital promotion for the venture

   Assessed: Taught, but not assessed

   At Level 1 and Level 2 the amplification of the 5Ps asks learners to plan and create a digital promotional tool or profile, such as a poster, advert or mock social media page, to reach an audience. Promotion is a key enterprise factor in the required plan, but making the digital item itself is in the amplification and suggested activities, so it is taught, not assessed.

   DCF: Creating digital content, Health and well-being, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils make a simple poster in Canva or PowerPoint for a class cake sale, with a picture, the price and the date.

   Year 8

   Pupils design a mock social media post for a school fundraiser, choosing an image, short text and colours that will catch the eye of other pupils.

   Year 9

   Pupils create a mock social media page and a short advert for a product idea, ask a partner for feedback, and change the design to suit the target audience better.

   Show the specification wording and the DCF statements

   Where it is in the specification: Amplification of LO2, the 5Ps of enterprise, page 11; Suggested activities, Level 1 and 2, page 13

   “planning and creating a digital promotional tool or profile to support the enterprise using accessible platforms to reach and engage an audience”

   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 identify marketing elements designed to draw my attention.

   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 suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

2. Presenting the venture idea, including with digital media

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

   Learners show the idea to another person at Entry 1, describe it at Entry 3, and at Level 1 and Level 2 present the idea and key enterprise factors using a planned method, clearly and effectively at Level 2. The presentation is required, but the planned method does not have to be digital; a short video, slides or a social media mock-up is one of the suggested communication strategies.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils make three slides in PowerPoint to show their idea for a school tuck shop item, with a picture and one sentence on each slide.

   Year 8

   Pupils build a short slide presentation for a Dragons' Den style pitch, adding the product, price and target customers, and present it to their group.

   Year 9

   Pupils film a 30 second promotional clip for their product idea on a tablet, add it to their pitch slides, and explain why they chose video for this audience.

   Show the specification wording and the DCF statements

   Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criteria 2.2, page 7; Amplification of LO2, communication strategies, page 11

   “Using digital media - short video, social media mock-up, or online advert to show how the idea could be promoted”

   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 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.

3. Planning the venture with resources, timelines and roles

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

   Learners make a list of what needs to happen at Entry 1, an ordered list at Entry 2 and a simple plan at Entry 3, then a basic plan at Level 1 and a detailed plan covering all key enterprise factors at Level 2. The plan is required, and a planning template, timeline or shared document is a natural digital way to build it, though paper plans also meet the criteria.

   DCF: Sourcing, searching and planning digital content, Problem-solving and modelling, Collaboration

   Getting pupils ready

   Year 7

   Pupils put the jobs for running a class raffle into the right order in a Word table, with who does each job.

   Year 8

   Pupils plan a school stall in a shared online document, listing tasks, resources, who is responsible and the deadline for each.

   Year 9

   Pupils build a Gantt style timeline for a fundraising event in a spreadsheet and add a 5Ps section to their shared plan, editing it together with their group.

   Show the specification wording and the DCF statements

   Where it is in the specification: Entry Level, learning outcome 2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1, page 7; Amplification of LO2, page 11

   “Create a detailed plan for an enterprise venture idea, that includes all key enterprise factors”

   Progression step 3

   • I can independently create and plan work before beginning a digital task.

   • I can understand the importance of the order of statements within algorithms.

   Progression step 4

   • I can select and effectively use a variety of planning techniques.

   • I can independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g. making use of online technology to share and present ideas to others.

4. Recording sales, stock and money in a simple spreadsheet

   Assessed: Taught, but not assessed

   The Level 1 and Level 2 amplification lists recording sales accurately to balance finances and tracking stock as ways of using resources during the venture, and the evaluation looks at whether it made a profit or stayed within budget. A spreadsheet is a sensible tool, but the criteria only require using resources appropriately or effectively, so this is taught, not assessed.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils enter the number of cakes sold each break time into an Excel table and use SUM to find the total sold.

   Year 8

   Pupils set up a spreadsheet for a stall with cost, price, number sold and a formula for money taken and profit for each item.

   Year 9

   Pupils keep a stock and sales sheet during a school event, then sort and chart the results to show which items sold best and when to reorder.

   Show the specification wording and the DCF statements

   Where it is in the specification: Amplification of LO3, page 12; Amplification of LO4, page 13

   “recording sales accurately to balance finances”

   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 spreadsheet formulae, e.g. + - / x, sum, average, max, min.

   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 perform analysis on simple data sets including grouping data as appropriate.

5. Gathering market research and customer feedback

   Assessed: Taught, but not assessed

   At Level 2 learners discuss ideas with others and use feedback to improve them, and after the venture they reflect on its effectiveness and suggest improvements. The pack suggests market research tasks, simple surveys and customer engagement logs, which can be run with an online form, but these methods are suggestions, so the digital side is taught, not assessed.

   DCF: Evaluating and improving digital content, Data and information literacy

   Getting pupils ready

   Year 7

   Pupils vote on three snack ideas using a class tally on the interactive whiteboard and say which idea won.

   Year 8

   Pupils make a short Microsoft Forms or Google Forms survey about a product idea and share it with their class.

   Year 9

   Pupils design an online survey with closed and open questions for a target audience, export the results to a spreadsheet and group the answers to decide how to improve their idea.

   Show the specification wording and the DCF statements

   Where it is in the specification: Level 1 and Level 2, assessment criterion L2 1.3, page 7; Suggested activities, page 13; Sources of evidence, page 14

   “Market research reports: simple surveys, tally charts, or interviews summarised by learners”

   Progression step 3

   • I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

   • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

   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 perform analysis on simple data sets including grouping data as appropriate.

Source: WJEC Enterprise venture 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).