LNF Cymru Literacy and numeracy for Wales

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VCSE Creative and Media Production, and Technology

VCSE Creative and Media Production, and Technology asks learners to analyse existing media products, write a proposal that explains their creative choices, evaluate ideas against a brief, write scripts and copy in a suitable style and tone, keep a production journal and act on focus group and peer feedback, while the Unit 1 sector test needs precise subject vocabulary in objective and short answer questions rather than extended writing. Numeracy is light and practical: planning a production budget and schedule, reading audience data and viewing figures, collecting feedback through surveys, and working with layout measurements and image resolution, with no calculations named for the sector test. The single biggest thing Key Stage 3 should build is writing that explains and justifies a creative choice for a named audience and purpose.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the specification
Step before
Foundation Creative and Media Production, and Technology, Entry Level and Level 1
How this qualification is assessed
  • Unit 1: Introduction to the creative and media production, and technology industries: External assessment (sector test) 1 hour, 50 marks, 20%, set and marked by WJEC, paper-based or on-screen
  • Unit 2: Pre-production tools, processes and skills: External non-examination assessment 14 hours, 58 marks, 20%, set and marked by WJEC; a set client brief and five tasks, creating pre-production materials for one media product chosen from eleven
  • Unit 3: Production and post-production tools, processes and skills: Non-examination assessment, recommended time of 32 hours, 90 marks, 60%, set by WJEC, marked by the centre and moderated by WJEC; a set production brief and three tasks, producing a multi-modal promotional campaign for one event chosen from three

The literacy and numeracy skills in this qualification

  1. Researching and analysing media products for audience and purpose

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

    Learners research existing creative and media products to analyse how they target audiences and achieve their purpose, and use the findings to develop ideas for the Unit 2 brief. In Unit 3 they compare their work in progress with media products of a similar purpose, context, audience or technique.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils compare two film posters aimed at different ages and note how the words, images and colours show who each one is for.
    Year 8
    Pupils analyse a Visit Wales advert and a leaflet for the same place, writing how each uses language and images to persuade a different audience.
    Year 9
    Pupils analyse a trailer, a website and a poster for a Welsh event and write a short report on how each achieves its purpose, naming specific techniques.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.1, page 26; Unit 3, Section 3.1.2, page 35

    “research creative and media products to analyse how they target audiences and achieve their purpose.”
    Progression step 3

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    • 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 summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

    Progression step 5

    • I can confidently compare and contrast themes and ideas in a range of texts, including digital and audio-visual texts, exploring how they vary in purpose and effect.

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

  2. Writing a media proposal that explains creative choices

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

    Learners produce draft materials for a media production proposal in response to the Unit 2 brief, covering client requirements, research findings, media form, platform, content, personnel and budget. They must explain their creative choices of style, design, layout, location, representation, content and script.

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

    Getting pupils ready

    Year 7
    Pupils write a short paragraph explaining why they chose the font, image and colours for a class poster, giving a reason for each choice.
    Year 8
    Pupils write a one-page proposal for a school podcast that covers audience, purpose, content and platform, with a reason for each decision.
    Year 9
    Pupils write a full proposal for a short promotional video for a local business, explaining their choices of style, location and representation and how they meet the client's needs.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.2, page 27

    “explain their creative choices in response to a brief”
    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 write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.

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

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

  3. Evaluating creative ideas against a brief

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

    Learners evaluate a range of ideas to select the most appropriate, weighing purpose, target audience, brief context and budget. They then analyse the strengths and weaknesses of their ideas and pre-production materials against the brief and explain how an idea could be developed for production.

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

    Getting pupils ready

    Year 7
    Pupils write two strengths and one weakness of a partner's idea for a class advert, linking them with words such as however and because.
    Year 8
    Pupils compare three ideas for a charity poster against a short brief in a table, then write a paragraph choosing the best one and saying why.
    Year 9
    Pupils write a structured evaluation of their own plan for a short video, covering how well it meets the brief, suits the audience, its strengths, what to improve and how to develop it.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.1, page 26; Section 2.3.1, page 30

    “analyse the strengths and weaknesses of their creative ideas in relation to the requirements of a brief”
    Progression step 3

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

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

  4. Writing scripts and copy in a suitable style, tone and lexis

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

    Learners write scripts as part of pre-production and, for graphic design, publishing and interactive elements, control written language through style, tone and lexis. The written text must suit the target audience, purpose and context of the Unit 3 campaign.

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

    Getting pupils ready

    Year 7
    Pupils write a short radio script announcing a school event, then rewrite it for younger pupils using simpler words.
    Year 8
    Pupils write a headline, a slogan and 100 words of persuasive copy for a poster for a local event, using emotive language and a clear call to action.
    Year 9
    Pupils write a script for a 60-second promotional video and the text for its web page, changing tone and word choice to suit each platform and audience.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.1, page 26; Unit 3, Sections 3.2.4 and 3.2.5, pages 37 and 38

    “written language (for example, style, tone, lexis)”
    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.

    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 write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

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

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

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

  5. Keeping a production journal

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

    Learners keep a production journal throughout Unit 3 that records creative decisions, how they followed production processes, how they managed resources, time and deadlines, and how they respected copyright and legal and ethical considerations. It is written evidence of process alongside the finished campaign.

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

    Getting pupils ready

    Year 7
    Pupils keep a short dated log of a group task, writing one decision they made each lesson and the reason for it.
    Year 8
    Pupils write production log entries under set headings (what I did, why, what went wrong, what next) during a photography task.
    Year 9
    Pupils keep a full production journal during a mini project, recording their creative decisions, how they managed time and equipment, and how they respected copyright.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.1, page 34

    “keep a production journal to record”
    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 paragraphs and sections to give coherence to longer pieces of writing.

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

  6. Reviewing, proofreading and refining work in progress

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

    Learners review drafts, rough cuts and mock-ups, with proofreading, checking and testing named as ways to find areas for refinement. They then refine their product by producing new material, reworking or editing existing material.

    Literacy: Proofreading, editing and improving, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils proofread a partner's poster for spelling and punctuation and check that names, dates and times are correct.
    Year 8
    Pupils redraft a short script after a read-through, noting which lines they cut or changed and why.
    Year 9
    Pupils review a draft magazine page against a checklist for accuracy, tone, spelling and clarity for the audience, make changes and explain them in a short note.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.2, page 35; Section 3.3.1, page 39

    “review their work in progress to identify areas for refinement”
    Progression step 3

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

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I can improve writing through independent review and redrafting.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    Progression step 5

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

    • I can understand and use formal conventions of language in a range of purposes, making effective use of reference tools and accuracy aids.

  7. Gathering and responding to spoken feedback from focus groups and peers

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

    Learners refine their ideas by incorporating focus group feedback, peer feedback and self-evaluation in Unit 2, and use focus groups, peer, audience, client and teacher feedback on work in progress in Unit 3. They need to listen to views, ask questions and decide which suggestions to act on.

    Literacy: Listening as part of collaborative talk, Questioning, Listening to understand

    Getting pupils ready

    Year 7
    Pupils listen to a partner's feedback on their storyboard, ask one follow-up question and write down one change to make.
    Year 8
    Pupils run a five-minute focus group with three classmates on a poster idea, asking prepared questions and noting the main points.
    Year 9
    Pupils lead a focus group on a rough cut, ask open and follow-up questions, summarise the views fairly and decide which suggestions to act on.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.3.1, page 30; Unit 3, Section 3.1.2, page 35

    “refine their creative ideas by incorporating feedback to make improvements”
    Progression step 3

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    Progression step 4

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

    • I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

    Progression step 5

    • I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions.

    • I can listen to, critically evaluate and respect different people's perspectives, using them to arrive at my own considered conclusions.

  8. Using sector vocabulary precisely in short answers

    Assessed: In the exam

    The Unit 1 sector test uses objective questions and short answers, some based on short industry scenarios. Learners must use terms such as prosumer, multimodality, demographics and psychographics, job roles and the names of regulators accurately.

    Literacy: Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils build a glossary of ten media terms, such as audience, genre, producer and editor, with a definition and an example for each.
    Year 8
    Pupils match media job roles to their responsibilities and write one-sentence definitions of target audience, demographic and psychographic.
    Year 9
    Pupils answer short timed questions on a made-up scenario, such as a Welsh production company launching a podcast, using at least three subject terms correctly.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Sections 1.1.1, 1.1.2, 1.2.1 and 1.3.2, pages 16, 17, 19 and 21; Section 3.2, page 42

    “the meaning of the term prosumer”
    Progression step 3

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

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

    • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

  9. Recognising misinformation and checking content is accurate

    Assessed: In the exam and in coursework (NEA)

    Learners must understand preventing misinformation as an ethical consideration for the sector test. When planning their own project they must also consider the accuracy of content alongside other legal and ethical issues.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils sort sentences from a short news story into facts and opinions and say how they could check one of the facts.
    Year 8
    Pupils check a viral claim against two reliable news sources and write a short explanation of whether it is true.
    Year 9
    Pupils fact check their own promotional text for a local event, including dates, prices and claims, against official sources and explain why accuracy matters to the client.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.3.1, page 21; Unit 2, Section 2.2.3, page 29

    “preventing misinformation”
    Progression step 3

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    • I can distinguish between facts, theories and opinions.

    Progression step 4

    • I can distinguish between facts/evidence and bias/arguments.

    • I can evaluate the usefulness and reliability of texts.

    Progression step 5

    • I can understand and explore in detail how texts may be interpreted, distinguishing between facts/evidence and bias/arguments.

    • I can confidently evaluate the purpose, impact and reliability of texts.

  10. Planning a production budget

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

    Learners create a budget sheet as a pre-production tool, consider personnel and budgetary constraints in their proposal, and plan a budget covering staff, equipment, talent, props, costume, locations, software, licensing, post-production, marketing and distribution. Budget is also one of the factors used to select ideas and compare media platforms.

    Numeracy: Financial literacy, Calculation, Strategic competence, Communicating with symbols, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils cost a class photo shoot from a price list for props, printing and travel and check that the total stays under £50.
    Year 8
    Pupils build a simple Excel budget for a school video with rows for equipment hire, props and music licences, using SUM to keep a running total.
    Year 9
    Pupils produce a budget for a short promotional film within a set limit, compare two quotes for equipment hire, add a 10% contingency and justify what they would cut if costs rose.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.1.1, 2.1.2 and 2.2.3, pages 26, 27 and 29

    “such as for staff, equipment, talent, props, costume, locations, software, licensing, post-production and marketing and distribution”
    Progression step 3

    • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

    • I can realise that budgeting is important.

    • I can add and subtract totals less than £100 using correct notation, e.g. £28.18 + £33.45.

    Progression step 4

    • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

    • I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.

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

    Progression step 5

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

    • I can refine methods of recording calculations.

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

  11. Scheduling a production with timelines and milestones

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

    Learners plan a timeline with key milestones for pre-production, production, post-production and release, and use production schedules and call sheets. In Unit 3 their production journal records how they managed time and deadlines.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils plan a three-lesson poster project on a calendar, working back from the deadline to set a date for each stage.
    Year 8
    Pupils write a call sheet for a 40-minute filming session, timing each shot in minutes and checking that the total fits.
    Year 9
    Pupils build a production schedule in Excel for a four-week project with milestones for planning, filming, editing and release, and adjust it when one stage overruns.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.1.1 and 2.2.3, pages 26 and 29; Unit 3, Section 3.1.1, page 34

    “key milestones of pre-production, production, post-production and release”
    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 carry out practical activities involving timed events and explain which unit of time is the most appropriate.

    Progression step 4

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

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

    Progression step 5

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

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

  12. Reading audience data and viewing figures

    Assessed: In the exam and in coursework (NEA)

    Learners must understand how target audiences are categorised and identified using demographics and psychographics, and know examples of S4C products with their viewing figures and audience reach. In Unit 2 they adapt products for different demographic and psychographic groups.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read a bar chart of the age groups watching three television channels and say which channel best suits a teenage audience.
    Year 8
    Pupils compare viewing figures for two S4C programmes over several weeks, work out the difference and suggest reasons for it.
    Year 9
    Pupils interpret a table of media habits by age group, choose a target audience for a podcast from it, and explain one way the data could mislead.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Sections 1.1.2 and 1.1.3, pages 17 and 18; Unit 2, Section 2.1.3, page 27

    “how to identify target audiences using tools such as demographics and psychographics”
    Progression step 3

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    Progression step 5

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

  13. Collecting feedback data with surveys and focus groups

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

    Learners use surveys, focus groups and other feedback on their work in progress to identify areas for refinement in Unit 3, and use focus group feedback in Unit 2. The specification names surveys but does not ask for statistical analysis of the results.

    Numeracy: Collecting data, Strategic competence

    Getting pupils ready

    Year 7
    Pupils collect class votes on three logo designs in a tally chart and say which design won and by how much.
    Year 8
    Pupils write a five-question survey with rating scales about a draft advert and record the answers in a table.
    Year 9
    Pupils design a short Microsoft Forms survey with closed and open questions, collect responses from another class, and summarise the numbers and comments before deciding what to change.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.2, page 35; Unit 2, Section 2.3.1, page 30

    “use feedback on their work in progress to identify areas for refinement”
    Progression step 3

    • I can collect relevant data to answer posed questions.

    • I can identify, measure or obtain required information to complete the task.

    Progression step 4

    • I can collect own data for a survey, e.g. through designing a questionnaire.

    • I can collect both quantitative and qualitative data.

    Progression step 5

    • I can collect data in a suitable way according to my hypothesis.

  14. Working with layout measurements, proportion and resolution

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

    Graphic design and interactive elements require layouts with columns, margins, grids and white space, and image work that handles resolution, file types and formats. Resizing images and setting margins draw on measurement and proportion, although the specification does not ask for calculations.

    Numeracy: Measurement, Calculation, Shape and space, Communicating with symbols

    Getting pupils ready

    Year 7
    Pupils set up an A4 poster with 2 cm margins and two equal columns, measuring and checking the sizes in centimetres.
    Year 8
    Pupils resize a photograph for a poster while keeping its proportions, then explain why stretching only the width distorts the image.
    Year 9
    Pupils lay out a web page on a grid and a printed flyer, compare the image sizes in pixels and centimetres, and choose a suitable resolution for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Sections 3.2.4 and 3.2.5, pages 37 and 38

    “columns and margins”
    Progression step 3

    • I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

    • I can use ratio and proportion to calculate quantities.

    Progression step 4

    • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

    • I can use ratio and proportion including map scales.

    Progression step 5

    • I can apply proportional change to two-dimensional designs.

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

Good to know

Links with other qualifications

Writing for an audience and purpose overlaps with English Language and Literature, and analysing media products overlaps with GCSE Digital Media and Film. Budgeting and scheduling overlap with Business and with Mathematics and Numeracy.

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