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Skills that use Creating digital content

1. Answering multiple-choice questions in an on-screen examination

   Assessed: In the exam

   Unit 2 is a one hour digital examination of 30 multiple-choice questions on food safety, hygiene and allergens, taken on screen only through WJEC's e-assessment platform under invigilated conditions and auto-marked. Learners need to read each question on screen, select and review answers, and manage their time in the test.

   DCF: Creating digital content, Health and well-being

   Getting pupils ready

   Year 7

   In a lesson on kitchen safety, pupils complete a ten question Microsoft Forms quiz on hand washing and the 4Cs, then look at their score and the correct answers on screen.

   Year 8

   Pupils take a timed 20 question on-screen quiz in Forms on the 14 allergens and safe food storage, noting any question they are unsure of and checking it again before they submit.

   Year 9

   Pupils sit a 30 question, 30 minute on-screen multiple-choice test on food safety under exam conditions, then use the results breakdown to pick two topics to revise.

   Show the specification wording and the DCF statements

   Where it is in the specification: Summary of assessment, page 5; Unit 2, Summary of assessment and Resources required for assessment, page 23; Section 3.2, page 53

   “The assessment will be available onscreen only, via Surpass.”

   Progression step 3

   • I can use keyboard commands such as shortcuts.

   • I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.

   Progression step 4

   • I can reflect on the role of digital media in my life and habits.

   • 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 take reasonable steps to avoid health problems caused by the use of technology and suggest strategies to prevent or reduce the problems, both physical and psychological.

2. Saving, organising and submitting NEA work as digital files

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

   All three non-examination assessments must be submitted digitally, either typed or as scanned handwritten work, and Unit 3 centres must give learners IT access to document, store and present their work digitally. Learners need to keep work organised across several supervised sessions and hand in complete, readable files.

   DCF: Storing and sharing, Creating digital content

   Getting pupils ready

   Year 7

   Pupils save a recipe worksheet in a Food folder in OneDrive with a clear file name (name, dish, date) and hand it in as a Teams assignment.

   Year 8

   Pupils scan a handwritten time plan with the Office Lens or Teams camera on an iPad, check it is straight and readable, and submit it as a PDF.

   Year 9

   Over three lessons pupils build one Word document for a practical task (dish choice, plan, photographs, evaluation), saving a new version each lesson and submitting it as a single PDF.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 3, Resources required for assessment, page 35; Section 3.2, pages 53 and 54

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

   Progression step 3

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

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

   Progression step 5

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

3. Photographing practical outcomes as assessment evidence

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

   Unit 3 centres must provide a camera or mobile device so that practical outcomes can be captured as visual evidence for marking and moderation. Learners need clear photographs that show presentation, portion control and garnishes, which they then place in their digital work.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   After each practical, pupils take one photograph of their dish on an iPad, on a clean plate against a plain background, and add it to their OneNote page.

   Year 8

   Pupils photograph a plated dish from three angles, choose the best one, crop it and write a caption that points out the garnish and portion size.

   Year 9

   Pupils photograph each stage of a dish (mise en place, cooking, final plate) and set the photographs out in Word with short notes on presentation and safety.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 3, Resources required for assessment, page 35; Unit 3, Section 3.3.4, page 41

   “a method of capturing visual evidence, such as a camera or mobile device, to document practical outcomes for assessment purposes.”

   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 explain reasons for layout and content of my own work and the work of others.

   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.

   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.

   • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

4. Choosing and creating digital and social media to promote an event

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

   In Unit 4 learners must tell print media apart from digital and social media, choose suitable media to promote their hospitality event, and be aware of the cost and environmental impact of each. Websites, email campaigns, podcasts, blogs, videos, Instagram, WhatsApp and YouTube are given as examples, and centres must provide computers, design software and internet access.

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

   Getting pupils ready

   Year 7

   Pupils design a bilingual poster in PowerPoint or Canva for a class bake sale, with a photograph, a clear title, and the date, time and prices.

   Year 8

   Pupils compare a printed flyer with the Instagram page of a local café, then make a mock social media post in PowerPoint for a school smoothie stall aimed at Year 7 pupils.

   Year 9

   Pupils plan the promotion of a school coffee morning, choosing between a printed leaflet, an email to parents and a short video, and justify their choice on cost, reach and environmental impact.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 4, Section 4.2.1, page 46; Unit 4, Resources required for assessment, page 44; Appendix C, page 66

   “Learners should be able to choose suitable media to promote hospitality events such as:”

   Progression step 3

   • I can use software tools to enhance the outcomes for specific audiences.

   • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

   • 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 select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

   • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

   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.

   • I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.

   • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

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