LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Digital Film and Media

Digital film and media is a Skills for Life unit in which learners plan, shoot and edit a short film of their own, from a simple image sequence with a title at Entry 1 to a researched, storyboarded film of three to four minutes at Level 2. It is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, achieved at one level from Entry 1 to Level 2. Literacy sits in writing a storyline, storyboard or shot list, keeping a process log, researching a topic at Level 2 and writing titles and narration. Numeracy is light: fitting the film to a set running time and counting images or shots.

Awarding body
Pearson
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the specification
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: demonstrate digital media skills and techniques to make a short film on a topic set by the teacher, from 8 to 10 of the learner's own images at Entry 1 to 18 to 20 images with a storyline, audio track and effects at Entry 3, with a simple process log. Evidence is internally assessed by the centre, with Pearson standards verification. Graded Pass or Fail. 20 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: develop digital media skills and techniques (and at Level 2 digital media conventions) to produce a short film on a chosen subject, one to two minutes from a storyboard or shot list at Level 1, and three to four minutes with more than 10 of the learner's own shots, researched and planned, at Level 2, with a process log. Evidence is internally assessed by the centre, with Pearson standards verification. Graded Pass or Fail. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Writing a storyline, storyboard or shot list

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

    Entry 3 learners prepare a simple storyline, Level 1 learners a simple storyboard or shot list, and Level 2 learners a detailed storyboard or shot list based on their research. These plan the content and order of the film in words and sketches. This is required from Entry 3.

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

    Getting pupils ready

    Year 7
    Pupils write a five sentence storyline for a short film about their first day at school, with a beginning, middle and end.
    Year 8
    Pupils turn a short story into a six frame storyboard with a caption and a line of dialogue or narration for each frame.
    Year 9
    Pupils write a detailed shot list for a two minute documentary, describing each shot, its purpose and the words spoken over it.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 6, Essential information for assessment decisions, Entry 3 and Level 1, page 35, Level 2, page 36

    “using a simple storyline they have prepared to guide filming”
    Progression step 3

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

    • 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.

    Progression step 4

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

  2. Keeping a process log

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

    Learners record the making of their film, contributing to a simple log at Entry 1 and Entry 2 and writing their own at Entry 3 and above. At Level 2 the detailed log must cover research, planning and production. This is required at every level.

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

    Getting pupils ready

    Year 7
    Pupils write a dated log entry after each lesson saying what they did and what they will do next.
    Year 8
    Pupils keep a project diary for a group task, explaining one decision and one problem they solved each week.
    Year 9
    Pupils write a production log in sections for research, planning, filming and editing, linking each section with a reason for the next step.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 6, Essential information for assessment decisions, Entry 1 to Level 1, page 35, Level 2, page 36

    “They contribute to a simple process log showing the progress of making the film”
    Progression step 3

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

    • I can use paragraphs and make links between them.

    Progression step 4

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

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

  3. Researching a topic for the film

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

    Level 2 learners research a chosen topic and use the information to plan their film. Learners need to find, select and summarise relevant information. This is required at Level 2 only.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils skim a leaflet about a local landmark and note three facts to use in a film caption.
    Year 8
    Pupils read two web pages about a local charity and summarise the key points in a bullet list for their film plan.
    Year 9
    Pupils research a local issue from several sources, summarise the main points and select the ones that will make the strongest film.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 6, Essential information for assessment decisions, Level 2, page 36

    “Learners should research a chosen topic and use this information”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

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

    Progression step 4

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

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

  4. Writing titles and narration

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

    Every film needs a title in text, and from Entry 2 an audio track that can be narration or music. Learners who choose narration write and speak a clear voiceover for their audience. The title is required; narration is one option for the audio.

    Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils write three possible titles for a short film and choose the one that best tells the audience what it is about.
    Year 8
    Pupils write and record a 30 second voiceover for a slideshow, rehearsing to speak clearly and at a steady pace.
    Year 9
    Pupils script a narration for a two minute film, adapting the vocabulary and tone for a younger audience, and record it.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 6, Essential information for assessment decisions, Entry 1 to Level 1, page 35, Level 2, page 36

    “The film should include a title in text and audio, which can be narration and/or music”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

  5. Fitting the film to a set running time

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

    Level 1 films last one to two minutes and Level 2 films three to four minutes, and Entry level films use set numbers of images. Learners time clips, plan how long each shot runs and check the total. This is required at Level 1 and Level 2.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils time how long it takes to read each caption aloud and decide how many seconds each slide should stay on screen.
    Year 8
    Pupils plan a 90 second film in a table, giving each shot a length in seconds and checking the total adds up.
    Year 9
    Pupils trim clips on an editing timeline to tenths of a second so a three minute film fits its music track exactly.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 6, Essential information for assessment decisions, Level 1, page 35, Level 2, page 36

    “Learners should produce a short digital film of one to two minutes”
    Progression step 3

    • I can carry out practical activities involving timed events and explain which unit of time is the most appropriate.

    • I can time events in minutes and seconds, and order the results.

    Progression step 4

    • I can interpret fractions of a second appropriately.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

Good to know

Links with other qualifications

The planning, research and log writing link with GCSE English Language and Literature and with GCSE Digital Media and Film, which also asks for written planning and evaluation of productions. The WJEC VCSE and Foundation in Creative and Media Production, and Technology use the same storyboard and production log skills. The WJEC Digital film and media unit is also 20 hours but asks learners to analyse how media products communicate messages, present ideas and evaluate their product using feedback, so it carries more reading, speaking and evaluative writing; the Pearson unit's literacy is mainly planning documents and a process log.

Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications Specification, Issue 1, August 2026, Unit SfL 6: Digital film and media.