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Skills that use Evaluating and improving digital content

1. Answering the sector test on screen

   Assessed: In the exam

   Centres may enter learners for a paper-based or an onscreen version of the one hour Unit 1 sector test. Section A uses objective question types such as multiple response, drag-and-drop and hot spot questions, and Section B asks short answer questions, some based on industry scenarios.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils answer a short Microsoft Forms quiz on types of buildings at the end of a topic, including a ranking question and one typed answer.

   Year 8

   Pupils label the parts of a house, such as foundations, walls and roof, by dragging labels onto a picture in PowerPoint, then type two short answers on what each part does.

   Year 9

   Pupils sit a timed 20 minute on-screen practice test in Microsoft Forms on job roles and the building lifecycle, mixing objective questions with short typed answers to a scenario, and check their answers before submitting.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 1, page 42; Summary of assessment, page 5

   “multiple choice, multiple response, fill-in-the-blank, drag-and-drop, and hot spot questions”

   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 keyboard commands such as shortcuts.

   Progression step 4

   • I can explore and develop a range of formal text document structures for different audiences and purposes.

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

   Progression step 5

   • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

   • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

2. Researching a Welsh building project and referencing sources

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

   Unit 2 is based on a case study of a Welsh building project, and up to two hours can be scheduled for research before the assessment tasks. The assessment pack sets out the research approach and referencing, and the content asks learners to evaluate real Welsh developments such as Cardiff Bay regeneration.

   DCF: Sourcing, searching and planning digital content, Digital rights, licensing and ownership, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils search for three facts about a well-known Welsh building, such as the Senedd or the Wales Millennium Centre, and list the web pages they used with titles.

   Year 8

   Pupils compare a council web page and a news article about a local regeneration scheme, note who wrote each and when, and say which is more reliable for facts about cost.

   Year 9

   Pupils research a Welsh development such as the Queen's Market redevelopment in Rhyl within a one hour limit, keep notes in OneNote with a link and reliability rating for each source, and finish with a reference list.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 2, page 42; Section 3.3, page 43; Unit 2, Section 2.2.2, page 24

   “a further two hours can be scheduled for research prior to the completion of the assessment tasks”

   Progression step 3

   • I can adjust keywords and search techniques to find relevant information.

   • I can begin to reference sources used in my work, and consider if content is reliable.

   • 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 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.

   Progression step 5

   • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

   • I can refer appropriately to sources of information used in my digital work.

3. Producing and submitting written or recorded responses digitally

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

   Unit 2 responses must be submitted digitally, typed or as scanned handwriting, and the case study and tasks are available on Portal. The Unit 3 evaluation may be scanned handwriting, completed electronically, or an audio or audio-visual response, and it must be presented logically and professionally.

   DCF: Creating digital content, Storing and sharing, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils type a short report on a building visit in Word with a heading and a photo, save it with a clear name and upload it to Teams.

   Year 8

   Pupils scan a handwritten answer with the iPad camera, check it is readable, and submit it as a PDF to Teams alongside a typed version.

   Year 9

   Pupils record a two minute spoken evaluation of a practical task on an iPad using trade terms, then type a structured written version and submit both to Teams.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Units 2 and 3, pages 42 to 43; Unit 3, Section 3.4.3, page 39

   “The assessment must be submitted digitally, either as scanned handwritten responses or completed digitally.”

   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 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.

   Progression step 4

   • I can explore and develop a range of formal text document structures for different audiences and purposes.

   • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

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

   Progression step 5

   • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

   • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

   • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

Source: WJEC Level 1/Level 2 VCSE Built Environment specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).