LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Digital Film and Media

Digital film and media is a 20 hour Skills for Life unit in which learners study how films, adverts, vlogs and podcasts communicate with an audience, then plan, shoot, edit and review a product of their own. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy sits in analysing how media texts send messages, presenting and summarising ideas, writing plans and scripts, and evaluating the product and feedback. Numeracy is light: production timelines and clip timings are suggested but not assessed.

Awarding body
WJEC
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
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (types of digital film and media products, expressing an idea for a product, taking part in creating a product, reflecting on the product) with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: Four learning outcomes (how digital film and media products communicate messages, planning a product, producing a product, reflecting on its success) with assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Analysing how media texts communicate messages

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

    Entry learners describe types of product, their purpose and target audience. At Level 1 learners describe, and at Level 2 explain, how visual, audio and text elements work together to send messages and create effects, and how representation or audience affects tone and style. These are assessment criteria.

    Literacy: Understanding, response and analysis, Listening to understand

    Getting pupils ready

    Year 7
    Pupils watch a short charity advert and say who it is for and what it wants them to feel or do.
    Year 8
    Pupils compare the opening of two music videos and write how the music, colour and shots set the mood.
    Year 9
    Pupils annotate stills and a transcript from a campaign video to explain how image, sound and text work together to persuade a particular audience.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 1, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.2 to 1.4, page 7

    “Explain how different elements work together to”
    Progression step 3

    • I can use my understanding of different kinds of texts to consider whether a text is effective in conveying information, ideas and views.

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    Progression step 4

    • I can compare and contrast themes and issues across a range of texts including digital and audio-visual texts.

    • I can listen to information and ideas, and identify and explain how they are presented to promote a particular viewpoint (bias and objectivity).

    Progression step 5

    • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

  2. Presenting and summarising ideas for a product

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

    Entry learners give, present or express an idea and describe its features. At Level 1 learners outline an idea, and at Level 2 summarise possible ideas and explain the most suitable format. These are assessment criteria; pitching to peers or clients is a suggested activity.

    Literacy: Clarity and vocabulary, Purpose, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils describe their idea for a short film to a partner, naming the character, setting and message.
    Year 8
    Pupils write three possible ideas for an advert in a few sentences each and choose the best one with a reason.
    Year 9
    Pupils pitch a media project to a mock client panel, summarising two options and explaining their creative choices, then answer questions.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 7; suggested activities, page 13

    “Summarise possible ideas for a digital film and”
    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 organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    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.

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

  3. Writing scripts, storyboards and plans

    Assessed: Taught, but not assessed

    Level 1 and Level 2 learners create a plan with content, and the amplification suggests storylines, scenes, dialogue or narration. Writing a simple script or storyboard is listed as an agreed task, so the plan is assessed but a written script is a choice.

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

    Getting pupils ready

    Year 7
    Pupils write captions for each frame of a six frame storyboard about a day in school.
    Year 8
    Pupils write a short script for a one minute advert, setting out dialogue, narration and stage directions in script layout.
    Year 9
    Pupils draft and redraft a script for a public information film, tightening the voice-over so it fits the timing and suits the target audience.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criterion 2.3, page 7; amplification of learning outcomes 2 and 3, page 11

    “writing a simple script or storyboard”
    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 explore different ways to plan, draft and present my work appropriately.

    Progression step 4

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

    • 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.

  4. Evaluating the product and responding to feedback

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

    Entry learners say what went well, what to change and what they learned. At Level 1 learners describe what worked, identify improvements and reflect on feedback, and at Level 2 evaluate how well the product meets its purpose and audience and describe ways to develop their skills. These are assessment criteria and can be written or recorded.

    Literacy: Listening to understand, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils listen to a partner's comments on their clip and write one thing they will keep and one they will change.
    Year 8
    Pupils write a short evaluation of their vlog that covers strengths, one weakness and what classmates said.
    Year 9
    Pupils write an evaluation judging how well their film met its purpose and audience, using audience feedback as evidence and setting targets for their next project.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 4, page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 to 4.3, page 8

    “Evaluate how effectively the digital film and media”
    Progression step 3

    • I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    Progression step 4

    • I can listen to and consider the relevance and significance of information and ideas presented to me.

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

  5. Making a bilingual video

    Assessed: Taught, but not assessed

    The amplification gives a bilingual video to raise awareness about Wales as one possible idea, and learners may also make products about Welsh culture and local stories. This is a suggestion only, not an assessment criterion.

    Literacy: Translanguaging

    Getting pupils ready

    Year 7
    Pupils add Welsh and English captions to a short video introducing their school.
    Year 8
    Pupils read an English leaflet about a local landmark and turn the key facts into a short Welsh voice-over for a video.
    Year 9
    Pupils script and film a bilingual video about a Welsh tradition, deciding which parts work best in Welsh, which in English, and how subtitles support each audience.
    Show the specification wording and the LNF statements

    Where it is in the specification: Amplification of learning outcome 2, page 10; unit overview, page 4

    “a bilingual video to raise awareness about Wales.”
    Progression step 3

    • I can receive information in one language and adapt it for various purposes in another language.

    Progression step 4

    • I can apply my translanguaging skills to support my learning in familiar and new languages.

  6. Scheduling production stages and timing clips

    Assessed: Taught, but not assessed

    Numeracy is light in this unit. The amplification suggests that a Level 1 and Level 2 plan could include timelines or steps for each stage, and editing involves timing clips, but no assessment criterion requires calculation.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils time each scene of a short film in minutes and seconds and add them up to check it fits in two minutes.
    Year 8
    Pupils make a two week production schedule on a calendar, working out how many lessons they have for planning, filming and editing.
    Year 9
    Pupils plan a 60 second advert shot by shot, giving each shot a length in seconds and fractions of a second, then check the total and adjust the plan.
    Show the specification wording and the LNF statements

    Where it is in the specification: Amplification of learning outcome 2, page 11

    “timelines or steps for completing each stage”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    • 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 pack names links with GCSE Digital Media and Film, the VCSEs in Creative and Media Production, and Technology, and in Performing Arts, Foundation Digital Technology, Foundation Expressive Arts and Foundation Creative and Media Production, and Technology. The analysis of audio-visual texts, scripting and evaluation also overlaps with media and spoken language work in GCSE English Language and Literature. Within the Skills Suite the pack suggests delivering it alongside Music, dance and drama, Online safety, Science and technology in everyday life, Interview and confidence techniques, and Using IT in the workplace.

Source: WJEC Digital film and media unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).