DCF Cymru Digital competence for Wales

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VCSE Public Services

VCSE Public Services asks learners to understand how the public services use digital communication tools such as radios, tablets, drones and public warning systems, and then, depending on the optional unit, either record and analyse their own fitness test data or research a local wellbeing issue online, plan a project with digital tools and analyse survey feedback. The Unit 1 sector test can be taken on screen or on paper, and all three NEA units are submitted digitally with access to IT required, while AI is not permitted and no software is named. The single biggest thing KS3 should build is the habit of collecting their own data in a spreadsheet or online form and using it to judge progress and back up recommendations.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2027
Amount of digital work
Medium
Specification
Open the specification
Step before
Foundation Public Services, Entry Level and Level 1
How this qualification is assessed
  • Unit 1: Introduction to the Public Services Sector: External sector test 1 hour, 20%, 50 marks, set and marked by WJEC, paper-based or on-screen
  • Unit 2: Public Services in Action: External NEA 5 hours, 20%, 62 marks, set and marked by WJEC, set brief with five tasks that changes each year
  • Unit 3: Wellbeing and Fitness for Public Services (optional, taken instead of Unit 4): NEA 11 hours (not including the six-week health and fitness training programme), 60%, 98 marks, set by WJEC, marked by the centre and moderated by WJEC
  • Unit 4: Citizenship and Community within Public Services (optional, taken instead of Unit 3): NEA 10 hours (not including the small-scale community or school-based wellbeing project), 60%, 98 marks, set by WJEC, marked by the centre and moderated by WJEC

The digital skills in this qualification

  1. Understanding how public services use digital communication in incidents

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

    Learners must know the digital communication tools the public services use, such as radios, tablets, laptops, public warning systems, mobile phones and drones, and weigh up the benefits and challenges, including interoperability, outages, human error and data protection. This is Unit 2 content, assessed through the externally set and marked NEA.

    DCF: Communication, Health and well-being, Collaboration, Storing and sharing, Identity, image and reputation

    Getting pupils ready

    Year 7
    In a lesson on the emergency services, pupils sort cards showing radios, mobile phones, text alerts and email by how fast and how widely each reaches people, and say when each one is the best choice.
    Year 8
    Pupils run a mock flood warning in Teams, with one group posting updates in a channel and another sending emails, then compare which method got a clear message to everyone first.
    Year 9
    Pupils read a short account of a real emergency, list the communication problems such as systems not linking up or lost signal, and suggest how the personal data of people affected should be kept safe.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.2.3, page 35; Unit 2, Section 2.1.2, page 31

    “Learners should know the types of digital communication tools used by the public services”
    Progression step 3

    • 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 the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

    Progression step 4

    • 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 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.

    • I can show an awareness of simple encryption and its purpose, e.g. to send sensitive data more securely.

    Progression step 5

    • 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 reflect on choices of collaboration solutions, use them appropriately and comment on how this could be improved to meet aims of tasks.

    • I can identify and describe the data protection policies of a variety of organisations located in different countries, and how this affects the way that they work.

  2. Understanding digital literacy as a key skill for public service work

    Assessed: In the exam

    Learners must understand digital literacy as one of the key skills for public service roles, used to communicate, manage information and support service delivery, and know it as an essential skill for entry to the sector. This is knowledge tested in the Unit 1 sector test rather than a practical task.

    DCF: Communication, Online behaviour and online bullying, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils write a polite email to a pretend local fire station asking for a class visit, with a clear subject line, greeting, sign off and an attached list of questions.
    Year 8
    Pupils look at real job adverts for a PCSO and a council administrator on a careers website and highlight every digital skill the employer asks for.
    Year 9
    Pupils think about what a police or armed forces background check could find online about a young person, then write three rules for keeping a professional online presence.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.4.2, page 22; Unit 1, Section 1.5.2, page 24

    “to communicate, manage information, and support service delivery in public service role”
    Progression step 3

    • I can exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.

    • I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.

    Progression step 4

    • I can understand that I have a digital footprint and that this information can be searched, copied and passed on.

    • 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).

    Progression step 5

    • I can build a positive reputation in the context of employment prospects, e.g. use social media responsibly.

    • 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.

  3. Researching a local wellbeing issue online and referencing sources

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

    In Unit 4 learners research a community wellbeing issue in a Welsh local authority area using online sources, local media and public data, and review their Public Service Board Wellbeing Plan. The NEA research phase includes guidance on research approach and referencing.

    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 their own county council website, find three services it runs in their area, and bookmark the pages they used.
    Year 8
    Pupils compare a local newspaper story and a council web page about the same local issue, such as litter in a town park, and rate each one for author, date and reliability.
    Year 9
    Pupils find the Wellbeing Plan of their local Public Service Board, choose one objective, and research it using at least three sources listed with web address and date accessed.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.2.1, page 54; Section 3.3, page 61

    “conducting research using a range of sources (for example, online sources, local media, public data)”
    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 independently use a range of complex searches, e.g. and/or/+/-/not.

    • 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 consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

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

  4. Recording and analysing fitness test data

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

    In Unit 3 learners interpret their own fitness test results to find strengths and areas to improve, compare them with minimum public service standards and normative data, set a baseline and SMART targets, then retest to measure improvement after a six-week programme. The specification requires access to IT and software but names no spreadsheet.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils record the class's 30m sprint times in Excel and use AVERAGE, MAX and MIN to describe the results.
    Year 8
    Pupils enter their sit and reach scores before and after two weeks of stretching, make a chart and say who improved most.
    Year 9
    Pupils build a spreadsheet of their own bleep test, handgrip and sprint results, compare them with a normative table using conditional formatting, and set one SMART target from the gaps they find.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.2.4, page 45; Unit 3, Section 3.3.3, page 47

    “compare results with normative data”
    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.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

  5. Using fitness trackers and heart rate monitors to record data

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

    Unit 3 names fitness trackers and heart rate monitors as recording equipment for safe fitness testing, alongside measures such as resting heart rate. Learners use this when testing and monitoring their training programme for the NEA.

    DCF: Data and information literacy, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils take their resting heart rate by hand and then with a heart rate monitor or fitness tracker, and compare the two readings.
    Year 8
    Pupils wear a heart rate monitor during a circuit lesson, note the reading at each station, and plot the results as a line graph.
    Year 9
    Pupils check the location sharing and privacy settings of a fitness app, decide which settings a police officer or firefighter should use, then record and chart the heart rate data from one training session.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.2.1, page 43

    “recording equipment such as fitness trackers and heart rate monitors”
    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 identify the benefits and risks of mobile devices broadcasting the location of the user/device.

    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 understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can recognise the risks and the uses of data/services on personal devices, within the terms and conditions of a range of software and web services, and identify how organisations become data compliant when using multi-national products.

  6. Collecting feedback with questionnaires and analysing the data

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

    To review their Unit 4 wellbeing project, learners gather participant feedback, for example through questionnaires or surveys, and analyse the data collected to judge how far the aims and objectives were met.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils design a five-question Microsoft Forms survey asking younger pupils what activities they would like at a lunchtime club.
    Year 8
    Pupils run a short Forms survey before and after a class recycling campaign and compare the two sets of results in a chart.
    Year 9
    Pupils design a Forms survey with rating and open questions to review a peer buddy scheme, export the responses to Excel, chart them and write two conclusions based on the figures.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.3.4, page 56

    “participant feedback (for example, via questionnaires/surveys)”
    Progression step 3

    • 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.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

  7. Planning a project proposal that includes digital tools and a timeline

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

    In Unit 4 learners write a proposal for a small-scale wellbeing project with a title, aims and objectives, activities, a timeline and the resources needed, with digital tools named among those resources. The proposal must be justified against current Public Service Board objectives.

    DCF: Sourcing, searching and planning digital content, Creating digital content

    Getting pupils ready

    Year 7
    Pupils plan a class charity cake sale in a shared Word table showing each task, who will do it and by when.
    Year 8
    Pupils build a simple week-by-week timeline in Excel for a St David's Day assembly, colour coding each group's tasks.
    Year 9
    Pupils write a one-page proposal for a school wellbeing idea with headings for title, aims, activities, resources including digital tools, and a timeline set out in a table.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.3.2, page 55

    “the resources needed for example, materials, venues and digital tools”
    Progression step 3

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

    • 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.
    Progression step 4

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

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

    Progression step 5

    • I can plan my digital work effectively and with increasing complexity.

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

  8. Using digital tools to deliver a project and communicate with different audiences

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

    When carrying out the Unit 4 project, learners must use equipment, materials and digital tools effectively and safely, and communicate inclusively in writing or speech tailored to different audiences. Example projects in the specification include information leaflets and welcome packs.

    DCF: Creating digital content, Evaluating and improving digital content, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils design a Word poster with a fire safety message for primary school pupils, choosing a clear font, a large image and few words.
    Year 8
    Pupils make two versions of a healthy eating leaflet, one for Year 3 pupils and one for parents, and explain the changes they made for each audience.
    Year 9
    Pupils create a welcome pack for new Year 7 pupils in Word or Sway with accessible fonts, alt text on images and key headings in Welsh and English, then improve it using feedback from a tutor group.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.3.3, page 56; Unit 4, Section 4.3.1, page 55

    “effective and safe use of resources, including equipment, materials and digital tools”
    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 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 suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

    • I can act appropriately online, keeping myself safe and behaving in a responsible manner.

    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.

    • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

  9. Gathering photo and video evidence of a project

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

    Learners review the success of their Unit 4 project using different sources of feedback, and video or photographic evidence is named as one of them. This brings in consent and privacy when people are filmed or photographed.

    DCF: Identity, image and reputation, Creating digital content, Online behaviour and online bullying, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils take iPad photos of a class teamwork challenge, crop them, and ask permission before using any photo that shows a classmate's face.
    Year 8
    Pupils film a 30 second clip of a group task, trim it, and add a caption explaining what the clip shows about how the group worked.
    Year 9
    Pupils keep a dated photo log of a small class project with captions, check consent for everyone shown and remove location data before sharing it in Teams.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.3.4, page 56

    “video or photographic evidence”
    Progression step 3

    • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    • 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.
    Progression step 4

    • I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.

    • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

    Progression step 5

    • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

    • I can identify the key points required for creative work to be considered fair use and comply with data protection laws by exploring the legal and ethical considerations involved in using the creative work of others.

  10. Producing and submitting NEA work digitally without AI

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

    Unit 2 is submitted digitally and Units 3 and 4 evidence is submitted digitally for moderation, either typed or as scanned handwriting. All three NEA units require access to IT and appropriate software, and the use of AI is not permitted.

    DCF: Storing and sharing, Creating digital content, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils save each piece of work in a named OneDrive folder with sensible file names, and type a short paragraph using keyboard shortcuts to copy, paste and undo.
    Year 8
    Pupils scan a handwritten page with an iPad or Office Lens, save it as a PDF and upload it to a Teams assignment, checking it is readable.
    Year 9
    Pupils type a timed response in Word under supervision without any AI tools, save it as a PDF and check it opens correctly before handing it in.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, pages 59 and 60; Unit 2, page 27; Unit 3, page 40; Unit 4, page 50

    “The assessment must be submitted digitally, either as scanned handwritten responses or completed electronically.”
    Progression step 3

    • I can manage files and folders locally or online, e.g. move files to a folder.

    • I can use keyboard commands such as shortcuts.

    • I can understand that copying the work of others and presenting it as my own is plagiarism.

    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.

    • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

    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 understand and reflect on the differences between taking inspiration from the creative work of others and appropriating that work without permission.

  11. Answering questions in an on-screen sector test

    Assessed: In the exam

    Centres may enter learners for an on-screen version of the one-hour Unit 1 sector test, which uses objective question types such as multiple choice, drag-and-drop and hot spot questions as well as short answers 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 which service does what, including multiple choice and one typed answer.
    Year 8
    Pupils complete a timed Forms quiz on statutory and voluntary services with ranking and matching questions, checking their answers before submitting.
    Year 9
    Pupils sit a timed on-screen practice test with drag and drop questions and short typed answers to scenarios, then review and edit their answers before submitting.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, page 13; Section 3.2, page 59

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

Good to know

Links with other qualifications

The Unit 3 fitness testing, normative data and training programme work closely matches GCSE Physical Education and Health, and the Unit 4 local research, use of public data and survey analysis overlaps with GCSE Social Studies and Geography, so a shared KS3 routine of collecting data in Forms or Excel and charting it would serve all of them.

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