← All qualifications

Skills that use Creating digital content

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.

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).