Creating a Print Media Product — WJEC-CBAC Other Life Skills Qualification Foundations for Learning Revision

    This subtopic introduces learners to the creation of simple print media products, such as posters, leaflets, or flyers, at Entry Level 3. It focuses on ide

    Topic Synopsis

    This subtopic introduces learners to the creation of simple print media products, such as posters, leaflets, or flyers, at Entry Level 3. It focuses on identifying key design features—headlines, images, and text—and understanding how these elements can be tailored to engage a specific audience. Through planning and production, learners develop practical communication skills that are directly applicable in vocational contexts, enabling them to convey messages effectively in print.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Creating a Print Media Product

    WJEC-CBAC
    vocational

    This element introduces learners to the basics of print media, focusing on recognising common features like headlines, images, and text, and understanding how these appeal to different audiences. Learners will develop planning skills, such as sketching a layout and choosing content, before producing a simple print media product like a poster or leaflet, applying basic design principles.

    21
    Learning Outcomes
    36
    Assessment Guidance
    40
    Key Skills
    22
    Key Terms
    43
    Assessment Criteria

    Assessment criteria

    WJEC Entry Level Award In Creative Media and Performance Arts (Entry 2)
    WJEC Entry Level Certificate In Creative Media and Performance Arts (Entry 2)
    WJEC Entry Level Diploma In Creative Media and Performance Arts (Entry 2)
    WJEC Entry Level Award In Creative Media and Performance Arts (Entry 3)
    WJEC Entry Level Diploma In Creative Media and Performance Arts (Entry 3)
    WJEC Entry Level Certificate In Creative Media and Performance Arts (Entry 3)
    WJEC Entry Level Certificate in Additional English (Entry 2)
    WJEC Entry Level Certificate in Additional English (Entry 3)
    WJEC Entry Level Award in Additional English (Entry 2)
    WJEC Entry Level Award in Additional English (Entry 3)

    Topic Overview

    The WJEC Entry Level Award in Additional English (Entry 3) is designed for students who are building foundational literacy skills. This qualification focuses on developing the ability to read and understand straightforward texts, write clearly for everyday purposes, and communicate effectively in spoken English. It is part of the Foundations for Learning suite, which prepares students for further study or employment by strengthening core English competencies.

    At Entry 3, students are expected to read and comprehend short texts such as instructions, letters, or articles, identifying main points and details. Writing tasks include composing simple sentences, paragraphs, and forms with correct spelling and punctuation. Speaking and listening activities involve participating in discussions and giving short presentations. This qualification is ideal for students who need to improve their English skills for daily life, vocational courses, or progression to Level 1 qualifications.

    Mastering this award builds confidence and provides a stepping stone to higher-level English qualifications. It is assessed through internal tasks and external assessments, ensuring students can demonstrate their skills in practical contexts. By the end of the course, students should be able to communicate more independently and accurately in both written and spoken English.

    Key Concepts

    Core ideas you must understand for this topic

    • →Reading for meaning: Identifying main ideas, key details, and the purpose of simple texts like notices, emails, or short stories.
    • →Writing for purpose: Constructing clear sentences and short paragraphs for different audiences, such as a letter of complaint or a simple report.
    • →Spelling, punctuation, and grammar: Using basic punctuation (full stops, capital letters, question marks) and common spellings correctly.
    • →Speaking and listening: Taking part in discussions, asking and answering questions, and giving a short talk on a familiar topic.
    • →Understanding text types: Recognising the features of different texts, such as instructions, narratives, and persuasive writing.

    Learning Objectives

    What you need to know and understand

    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Identify at least three key features of a print media product, such as headline, image, and body text.
    • Describe with examples how a print media product’s design appeals to a specific audience.
    • Produce a simple plan for a print media product that includes a layout sketch and content outline.
    • Create a basic print media product using given tools, following a plan and checklist.
    • Review own print media product against given criteria, suggesting one improvement.
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Identify key features of common print media products such as flyers and posters.
    • Explain how design elements appeal to different audience demographics.
    • Outline a plan for a print media product by defining purpose, audience, and content.
    • Produce a simple print media product using appropriate tools and materials.
    • Evaluate the effectiveness of own print media product in meeting audience needs.
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Identify the purpose and typical content of different print media products (e.g., posters, flyers).
    • Describe how layout, images, and text are used to target a specific audience.
    • Plan a simple print media product for a given audience, including a draft layout and text.
    • Produce a print media product using basic design tools, demonstrating appropriate use of language and visuals.
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly identifying at least two key features of a print media product (e.g., headline, image, body text).
    • Award credit for explaining in simple terms how a given print product targets its audience (e.g., by using bright colours for children).
    • Award credit for producing a workable plan, such as a labelled sketch or draft, that shows consideration of audience and content.
    • Award credit for producing a finished print media product that demonstrates basic competence in including planned elements and following the plan.
    • Award credit for correctly identifying at least two key features of a print media product (e.g., headline, image, text).
    • Award credit for explaining who the target audience is and giving one reason why the product suits them.
    • Award credit for producing a simple plan that includes basic layout and content ideas.
    • Award credit for creating a print media product that follows the plan and includes at least two key features.
    • Award credit for correctly identifying and naming at least two key features of print media (e.g., headline, image, text, logo) from examples.
    • Credit responses that clearly state a target audience and explain at least one way the product appeals to that audience (e.g., use of simple language for children).
    • For planning, look for evidence of a basic written or visual plan that includes a purpose, target audience, and main content ideas.
    • When producing, assess the final product for basic fitness for purpose: clear message, appropriate image/text relationship, and adherence to the plan.
    • Award credit for correctly labelling the main elements of a print media product (e.g., masthead, caption, logo).
    • Accept any plausible link between a design feature and the intended audience (e.g., bright colours for children).
    • Look for evidence of a structured plan, even if hand-drawn, showing the placement of text and images.
    • Assess the final product for completion against the plan – missing elements should be noted.
    • Give credit for a realistic self-review comment, even if brief, that identifies a strength and an area for improvement.
    • Award credit for demonstrating accurate identification of at least three key features of a given print media product (e.g., headline, image, layout, colour scheme, typography).
    • Award credit for clearly explaining how a selected print media product targets a specific audience, referencing at least two audience-related design choices (e.g., language, imagery, content focus).
    • Award credit for producing a structured plan for a print media product that includes a clear outline of the target audience, purpose, content, and a basic visual layout.
    • Award credit for successfully producing a print media product that is broadly consistent with the initial plan, uses appropriate media conventions, and shows evidence of technical skill in its creation.
    • Award credit for correctly identifying at least two key features of a print media product (e.g., headline, images, logo, contact details, typography).
    • Award credit for explaining how a print product’s design choices (colour, imagery, language) appeal to a specified target audience.
    • Award credit for producing a clear plan that includes intended audience, purpose, content outline, and a rough layout sketch.
    • Award credit for producing a print media product that reflects the plan and demonstrates basic technical skills (e.g., cut-and-paste, basic digital layout, clear legibility).
    • Award credit for justifying how the final product meets the brief and appeals to its intended audience in a simple self-evaluation.
    • Award credit for correctly identifying at least three features of a print media product (e.g., headline, image, body text).
    • Evidence of audience analysis, such as listing characteristics of the intended audience.
    • A clear plan that includes purpose, audience, key message, and a rough layout.
    • The final product demonstrates consistent use of a chosen theme or style.
    • Accurate spelling and grammar appropriate to Entry 2 level.
    • Award credit for identifying and naming at least three key features (e.g., headline, image, caption, column layout, font style) in sample print media products.
    • Award credit for explaining how a specific feature (e.g., bright colours, slang vocabulary) appeals to a defined target audience (e.g., teenagers, local community).
    • Award credit for a written or visual plan that clearly states the product's purpose, identifies the target audience, and includes a draft layout with annotations justifying design choices.
    • Award credit for producing a final print media product that closely follows the plan, incorporates appropriate conventions for the chosen format and audience, and is presented with an acceptable level of neatness and legibility.
    • Award credit for correctly identifying at least two key features of a print media product (e.g., headline, image, contact details).
    • Look for evidence that the learner can explain why a product might appeal to a particular group (e.g., use of colours, simple language).
    • Check that the plan includes a clear layout sketch, relevant content, and notes on intended audience.
    • Assess the final product for clarity, appropriateness to audience, and basic design elements.
    • Award credit for correctly identifying at least three key features of a given print media product (e.g., headline, image, body text, contact details).
    • Assessors should expect learners to explain how a print media product’s language, imagery, or layout is suited to its target audience.
    • Evidence of planning must include a simple layout sketch or description that considers audience and purpose before final production.
    • The final print media product should demonstrate a clear message, with basic attention to design elements like alignment, font choice, and use of colour.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always start by analysing examples: pick apart a real poster or leaflet to see how it uses features to grab attention.
    • 💡Before designing, write down who your audience is and list what they would like to see, then check your plan against this list.
    • 💡Keep your design simple and uncluttered; ensure text is legible and images are clear.
    • 💡When producing your final piece, refer back to your plan to make sure you haven't missed any critical elements.
    • 💡When planning, use a simple template or storyboard to organise your ideas clearly before you start creating.
    • 💡Always check your finished product against your plan to ensure consistency and that you've met the brief.
    • 💡Remember to use clear, large text and relevant images to communicate effectively with your target audience.
    • 💡Start your planning by writing down who your product is for and what you want it to achieve – this focus will guide all your choices.
    • 💡Keep your design simple: use one or two images that directly support your message, and ensure text is large enough to read.
    • 💡Check your spelling and grammar carefully; even a small error can distract from your message and lower the professional feel of your product.
    • 💡Always refer back to the brief or assignment task to ensure you are meeting the stated purpose and audience.
    • 💡Keep plans simple and clear – they do not need to be artistic but must show how the product will be organised.
    • 💡When producing the final piece, check that all elements from your plan are included and correctly placed.
    • 💡In your self-review, be specific: state what you did well and one thing you would change, relating it to the audience.
    • 💡When identifying key features, use precise terminology (e.g., masthead, strapline, call to action) to demonstrate technical knowledge.
    • 💡Always refer back to your audience profile throughout your planning and production documentation to show consistent consideration of their needs and preferences.
    • 💡Include annotations on your plans or drafts to explain design decisions—this will help assessors understand your reasoning even if the final product is not perfect.
    • 💡Review your final product against the original brief and your plan to ensure all requirements are met; any changes should be noted and justified.
    • 💡Always annotate your plans and final product to show how you have met each part of the brief – this provides evidence for assessment criteria.
    • 💡Keep your product simple and focused; a clear, legible design that communicates one main message will score higher than a messy, overambitious one.
    • 💡In your evaluation, directly compare your product against your initial plan and the intended audience’s needs, noting what worked and what you would improve.
    • 💡Always start by clearly defining the audience and purpose before designing.
    • 💡Sketch multiple layout ideas before finalising the plan.
    • 💡Use a simple colour scheme and readable fonts to ensure clarity.
    • 💡Check that all required features (headline, image, contact details if applicable) are included.
    • 💡Always clearly state the target audience at the start of your plan and refer back to them when making design decisions.
    • 💡Use a checklist of common print media features (e.g., headline, subheadings, images, captions, contact details) to ensure your product meets the minimum requirements.
    • 💡Begin your planning with a rough sketch, then add labels or notes explaining the purpose of each element; this demonstrates your understanding and supports higher marks.
    • 💡Check your final product against your plan and learning objectives, making sure every chosen feature is intentional and appropriate for the audience.
    • 💡Always start by analysing the brief to understand the intended audience and purpose.
    • 💡When planning, sketch a rough layout to visualise where text and images will go.
    • 💡Use clear, simple language appropriate for the audience and check spelling before finalising.
    • 💡Always start by identifying the target audience and purpose; then select words, images, and a layout that will appeal specifically to them.
    • 💡Plan your product on paper first—sketch a rough layout and list the key elements you need—before creating the final version.
    • 💡Keep the message simple and direct; avoid overcrowding the page with too much text or too many images.
    • 💡Proofread carefully for spelling, punctuation, and grammar; even small errors can prevent you from meeting the assessment criteria.
    • 💡In reading tasks, always read the question first to know what to look for. Then scan the text for key words or phrases that answer the question. Underline evidence in the text to support your answer.
    • 💡For writing tasks, plan your answer briefly. Think about who you are writing to and why. Use simple sentences and check your punctuation and spelling before submitting.
    • 💡In speaking and listening, make eye contact with your audience and speak clearly. Prepare a few notes for your talk, but don't read from a script. Show that you can listen by responding to others' points.

    Common Mistakes

    Common errors to avoid in your coursework

    • Learners may confuse different types of media, such as mistaking a digital banner ad for a print product.
    • Learners might focus only on aesthetic appeal without considering whether the content is appropriate for the intended audience.
    • Planning stages are often skipped, leading to a final product that lacks a clear link between the audience's needs and the design choices.
    • When producing, learners may prioritise decoration over clear communication, resulting in cluttered or hard-to-read text.
    • Students often confuse features of print media with those of digital media, such as animations or hyperlinks.
    • Students may create plans that are too vague or do not consider the audience's interests, leading to an ineffective product.
    • Students might produce a final product that does not match their original plan or brief, missing key required elements.
    • Confusing print media with digital media, such as stating a website is a print product.
    • Failing to identify the audience, leading to generic content that lacks specific appeal.
    • Overcomplicating the layout with too much text or cluttered images, making the message unclear.
    • Producing a final product that does not reflect the initial plan, showing a disconnect between planning and execution.
    • Confusing different types of print media (e.g., thinking a magazine cover has the same layout as a leaflet).
    • Designing for personal taste rather than considering the target audience.
    • Skipping the planning stage and starting directly on the final product.
    • Overloading the page with too much text or too many images, making it cluttered.
    • Confusing features of different print media types, such as identifying a poster as a magazine cover or vice versa.
    • Failing to link design choices directly to audience needs, instead giving generic statements like 'it looks nice' without explaining why it appeals.
    • Producing a plan that lacks detail, such as missing dimensions, colour specifications, or content descriptions, making it difficult to execute.
    • Creating a final product that deviates significantly from the plan without justification, or that does not meet basic print conventions (e.g., unreadable text, poor image resolution).
    • Confusing ‘purpose’ with ‘features’ – learners may list what a product looks like rather than why it was made (e.g., saying ‘it has a picture’ instead of ‘to attract attention’).
    • Assuming one design suits all audiences – failing to adapt language, images, or colour scheme for different target groups.
    • Neglecting to include essential information such as contact details or a call to action in their own product.
    • Submitting a final product that does not reflect the plan, with no explanation of changes.
    • Overcomplicating designs with too many elements, making the print product cluttered and hard to read.
    • Confusing features of print media with digital media (e.g., hyperlinks).
    • Designing without considering the audience, leading to inappropriate tone or content.
    • Neglecting to proofread, resulting in spelling or grammatical errors.
    • Overcomplicating the design with too many colours or fonts, making it hard to read.
    • Confusing the structural conventions of different print media types, such as assuming a poster and a leaflet serve the same purpose or have identical layouts.
    • Failing to adapt language, tone, and visual elements to suit the intended audience, for instance using formal, text-heavy content for a young audience.
    • Neglecting to annotate plans or finished products with explanations of how design choices meet audience needs and product purpose.
    • Producing a final product that is inconsistent with the original plan or that lacks essential print media features like a clear title or organised sections.
    • Confusing the features of different print media types (e.g., thinking a flyer is the same as a newspaper article).
    • Overlooking the importance of visual elements in appealing to an audience.
    • Planning without considering the audience, leading to generic content.
    • Producing a final product with spelling errors or unclear layout.
    • Producing a product that is visually appealing but fails to communicate a clear message to the intended audience.
    • Overlooking basic readability factors, such as font size, contrast between text and background, or cluttered layouts.
    • Confusing the target audience, resulting in inappropriate language, images, or level of detail (e.g., using complex terms for children).
    • Neglecting to proofread work, leading to spelling and grammatical errors that undermine the product’s professionalism.
    • Misconception: 'Spelling doesn't matter as long as the meaning is clear.' Correction: Accurate spelling is essential for clear communication and is assessed in writing tasks. Practice common words and use a dictionary to check.
    • Misconception: 'I only need to write long sentences to get good marks.' Correction: Clarity is more important than length. Short, well-structured sentences are often more effective than long, confusing ones.
    • Misconception: 'Speaking and listening tasks are just about talking a lot.' Correction: You need to listen carefully to others, respond appropriately, and stay on topic. Quality of contribution matters more than quantity.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Entry Level 2 English or equivalent basic literacy skills.
    • •Ability to read and write simple sentences with some support.
    • •Familiarity with basic punctuation (full stops, capital letters).

    Key Terminology

    Essential terms to know

    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Print media conventions
    • Audience targeting
    • Planning and drafting
    • Production techniques
    • Reviewing finished work
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Print media features
    • Target audience identification
    • Purpose and message design
    • Planning processes
    • Production techniques
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.
    • Print media features
    • Audience analysis
    • Planning and design
    • Production techniques
    • Communication for purpose
    • Know key features of print media products., Know how print media products are aimed at audiences., Be able to plan print media products for audiences., Be able to produce print media products for audiences.

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