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Skills that use Planning and organising for different purposes, audiences and context

1. Writing short and extended examination answers

   Assessed: In the exam

   The Unit 1 on-screen examination includes extended answers, for example on the impact of digital storage on businesses and individuals and on ethical and legal issues, so learners must write structured, balanced explanations with evidence.

   Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

   Getting pupils ready

   Year 7

   Pupils type a paragraph explaining one advantage and one disadvantage of cloud storage, using a point, example and explanation frame.

   Year 8

   Pupils write a timed two-paragraph answer on whether a school should store pupil photos online, using connectives such as however and therefore.

   Year 9

   Pupils answer a practice extended question on data security under timed, typed conditions and reach a justified conclusion.

   Show the specification wording and the LNF statements

   Where it is in the specification: Summary of assessment, page 5, and Unit 1 overview, page 10

   “Questions requiring objective responses, short and extended answers.”

   Progression step 3

   • I can write a comprehensive account of a topic, theme or viewpoint.

   • I can use paragraphs and make links between them.

   • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

   Progression step 4

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

   • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

   • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

   Progression step 5

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

   • I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

2. Planning, annotating and justifying designs

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

   Learners write a product proposal with specific and measurable success criteria and a time plan, produce annotated design options such as storyboards and wireframes, and justify their choices against the success criteria.

   Literacy: Planning and organising for different purposes, audiences and context

   Getting pupils ready

   Year 7

   Pupils sketch a storyboard for a short animation and add one annotation per frame explaining a choice of colour or layout.

   Year 8

   Pupils write three measurable success criteria for a game menu screen, such as loads in under three seconds, before they build it.

   Year 9

   Pupils produce two wireframe options for a web page and write a paragraph justifying the chosen one against their success criteria.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Sections 2.2.1 and 2.2.2, page 25, and Unit 3, Section 3.2.2, page 32

   “justify choices of selected design options for digital products based on success criteria.”

   Progression step 3

   • I can explore different ways to plan, draft and present my work appropriately.

   • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

   Progression step 4

   • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

   Progression step 5

   • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

3. Evaluating testing, products and process

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

   At the end of Unit 2 learners write an analysis of how well their ongoing testing worked and evaluate their finished products, their development process and their application of skills against the success criteria.

   Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

   Getting pupils ready

   Year 7

   Pupils test a partner's Scratch game against a simple checklist and write two sentences on what worked and one on what to fix.

   Year 8

   Pupils keep a test log for their own game, recording each error found and how it was fixed, and redraft one entry after feedback.

   Year 9

   Pupils write a structured evaluation of a finished website, taking each success criterion in turn with evidence and a next step.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.4, page 28, and Section 3.2, page 36

   “learners analyse the effectiveness of their ongoing testing and evaluate their completed digital products, development process and application of skills.”

   Progression step 3

   • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

   • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

   Progression step 4

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

   • I can improve writing through independent review and redrafting.

   Progression step 5

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

   • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

   • I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

4. Writing for a target audience and purpose

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

   In Unit 3 learners write a digital marketing campaign document recommending a social media platform and write copy for a marketing video whose style, tone and message suit the target audience and platform.

   Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar, Understanding, response and analysis, Connectives and syntax

   Getting pupils ready

   Year 7

   Pupils write the text for a digital poster advertising a school event, then rewrite it for parents instead of pupils.

   Year 8

   Pupils write three social media posts for a local sports club, each tuned to a different age group, and explain the changes in tone.

   Year 9

   Pupils research two social media platforms and write a one-page recommendation to a local business, backing their choice with audience evidence.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 3, Sections 3.2.1 and 3.2.2, page 32, and Section 3.2, page 36

   “Based on their research, they will develop a digital marketing campaign document outlining their recommendation.”

   Progression step 3

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

   • I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.

   • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

   Progression step 4

   • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

   • I can make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.

   • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

   Progression step 5

   • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

   • I can use sophisticated idiomatic language and appropriate register in a range of contexts.

   • I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

Source: WJEC GCSE Digital Technology Specification, teaching from 2026, for award from 2028, Version 2, February 2026.