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
Skills that use Interpreting data
-
Reading audience data and viewing figures
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.
Good to know
- No marks for spelling, punctuation and grammar are stated. The assessment objectives cover knowledge, application, evaluation and practical skills, with AO3 "Interpret and evaluate outcomes of own and/or others work to explore and/or refine creative ideas or media products" worth 21% (Section 3.1, page 41).
- The sector test has no extended writing: Section A uses "multiple choice, multiple response, fill-in-the-blank, drag-and-drop, and hot spot questions" and Section B "includes short answer questions some of which could be based on short industry scenarios" (Section 3.2, page 42).
- Calculator use is not stated in the specification; "The Assessment Pack will include all detailed information relating to assessment." (Section 3, page 41).
- Written NEA work may be handwritten: Unit 2 "must be submitted digitally, either as scanned handwritten responses or completed digitally." (Section 3.2, page 42), and the same applies to Unit 3 evidence (page 43).
- Teachers "must not provide feedback on the evidence being produced" (Section 3.3, page 43), so feedback during NEA must come from focus groups, peers and audiences rather than the teacher.
- Appendix A maps all four literacy strands to "All sections" of every unit (page 49) and numeracy to many sections (page 50), but the only number work the content itself names is budgeting, scheduling, viewing figures and survey feedback.
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).