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14-19 education and skills functional skills support programme
Teaching and learning functional ICT
Resources to support the pilot

of functional skills
Teaching and learning

functional ICT
© Crown copyright 2007

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Contents
General introduction 5

Overview 19
1. Introduction 21
1.1 What is functional ICT? 21
1.2 The functional ICT vision 21
1.3 Teaching functional ICT 22
1.4 How to read the standards 23
1.5 Progression through the levels 26
1.6 Resources 26
2. Using ICT to tackle practical tasks 27

2.1 Introduction 28
2.2 Case studies 29
Case study 1: Quiz night 29
Case study 2: Risk assessment 31
Case study 3: Nursery trips 33
Case study 4: Looking ahead 35
Case study 5: Data collection and analysis 38
3. Activities for developing functional ICT skills 41

3.1 Use ICT systems 42
Activities U1 – U5 43
3.2 Find and select information 61
Activities F1 – F3 63
3.3 Develop, present and communicate information 70
Activities D1 – D12 72
4. Useful resources 107

Acronyms 109

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Teaching and learning functional ICT: General introduction
General introduction
Preface
This resource has been prepared by the functional skills support programme for
use in the 1000 centres that will be piloting functional skills from September
2007. These include schools, colleges, training providers, work-based learning,
adult and community learning, and secure contexts. Functional skills will be
piloted at all levels from Entry level to Level 2, and to learners aged from 14
upwards, including links with GCSE in the relevant subjects.
This resource is in four parts:

1. Managing delivery
2. Teaching and learning functional English
3. Teaching and learning functional mathematics
4. Teaching and learning functional Information and Communication
Technology (ICT).
The aim is to offer support that will enable the reader to move forward with the
implementation of the pilot for functional skills. It is expected that most specialist
teaching staff (English, mathematics, ICT) and leaders/managers in the pilot
centres will have had the opportunity to attend the CPD sessions organised by
the functional skills support programme in June and July 2007, with follow-up
sessions in October 2007 and February 2008.
Clearly, different practitioners, coming from different backgrounds, have very

different areas of familiarity, interest and concern in relation to functional skills.
An important aim of this material is to encourage common levels of
understanding, so that teachers and leaders/managers coming from school,
college, training provider, prison education and so on can develop a shared
understanding, vocabulary and approach to functional skills that, while fit for
each setting, have a common core.
It is important to understand two key points.

• This pilot is genuinely developmental, ie it is not expected that the pilot
centres will ‘get it right first time’. Rather, supported by the functional
skills support programme, by the awarding bodies, and by these and
subsequent materials and resources, they will develop good practice and
share experience during the three years of the pilot. This will inform the
national roll-out of functional skills in 2010.
• These materials are about management, and about teaching and
learning. It is not their role to give guidance on preparing learners for
summative assessment, in whatever form or forms this will be piloted.

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The functional skills support programme
Support for centres in the pilot will be available from the functional skills
support programme, which is managed by the Quality Improvement Agency
(QIA) and by the Secondary National Strategy (SNS), and from the awarding
bodies.
QIA has contracted the Learning and Skills Network (LSN) to develop a
range of support materials. See www.LSNeducation.org.uk/functionalskills
SNS will deliver support for workforce development. Initially, this support will
be focused on those centres taking part in the functional skills pilots from
September 2007. See www.standards.dfes.gov.uk
Other sources of information and support

DfES 14-19 website at www.dfes.gov.uk/14-19 – go to ‘Qualifications’ and
then ‘Getting the basics right: Functional skills’.
The QCA website at www.qca.org.uk/qca_6062.aspx has information about

the functional skills standards and the pilot.
The Key Skills Support Programme has a continuing brief to provide centres
with information about functional skills developments. See
www.keyskillssupport.net
Many of the awarding bodies’ websites have sections dedicated to functional

skills.

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Introduction
What are functional skills?

The DfES defined functional skills as:
‘the core elements of English, mathematics and ICT that provide an

individual with the essential knowledge, skills, and understanding that will
enable them to operate confidently effectively and independently in life and
at work.’
14-19 Education and Skills: Implementation Plan (DfES, 2005a)
The origins of functional skills lie in the Tomlinson report on 14-19 reform
(DfES, 2004) and in the government’s response in the White Paper 14-19
Education and Skills (DfES, 2005b). Tomlinson argued that it was possible for
young people to achieve grade C and above in GCSE English and mathematics
without having a satisfactory standard of literacy or numeracy. In the White
Paper, the government promised a ‘sharper focus on the basics’ and to ensure
that learners have a sound grounding in ‘functional skills’.
Functional skills qualifications are therefore being developed in English,

mathematics and ICT. The intention is that, in due course, functional skills
qualifications will provide a single ladder of achievement from Entry to Level 3
that is available to all learners aged 14+ in all sectors.
A problem solving approach

A key characteristic of functional skills is that they are based on a problem
solving approach. Learners who are ‘functionally skilled’ are able to use and
apply the English/mathematics/ICT they know to tackle problems that arise in
their life and work.
Clearly, teachers cannot know what English/mathematics/ICT their learners will

use as they move through their lives. This means that we cannot identify a
curriculum core that every learner will use. Instead, and much more powerfully,
learners should be taught to use and apply the English/mathematics/ICT that
they know, and to ask for help with the areas with which they are less confident.
It is essential to think of learners becoming functional in their English/

mathematics/ICT, rather than thinking that there is a vital body of knowledge,
known as functional English/mathematics/ICT.
The implications for teaching and learning are significant and will need to be
introduced gradually and thoughtfully, but they do not threaten aspects of
existing good practice. Helping learners to become more ‘functional’ is
supported by existing practices including:
• learning through application
• learner-centred approaches

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• active learning and a problem-centred approach

• partnership learning
• assessment for learning.
Why are functional skills needed?

‘Employers and educators have identified these skills as vital for enabling
young people and adults to have the practical skills to succeed in further
learning, employment and life in modern society.’
‘Functional’ skills – Your questions answered (DfES, 2006a)
The introduction of functional skills, both into the 14-19 curriculum and for adult
learners, is being driven by a number of social, educational and economic
concerns. For example:
• Only 45% of school leavers achieve five A*-C GCSEs including English
and mathematics.
The ‘need to give every child a good command of English and maths’ is
seen ‘as the way to overcome economic and social disadvantage and
make equality of opportunity a reality’ for every child.
Higher Standards, Better Schools for All (DfES, 2005c)
• Without functional skills, pupils would find it ‘almost impossible to

succeed’ because of the difficulty they would have in accessing the
secondary curriculum.
2020 Vision (the ‘Gilbert Review’) (DfES, 2006b)
• Basic skill levels of those leaving school and seeking employment are
inadequate.
Working on the Three Rs (CBI, 2006)
• Functional skills are central to achieving the outcomes of ‘Every Child

Matters’ (DfES, 2003), particularly:
enjoy and achieve
make a positive contribution
achieve economic well-being.
Functional skills for employability – the skills agenda

For the UK to remain economically competitive, the knowledge and skills base
of the population must increase. Low post-16 participation rates mean that
learners are not staying in learning to achieve the Level 2 (GCSE A*-C)
benchmark that will lead them into employability.

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A series of government publications and policies, particularly in the last five

years, has emphasised the importance of these skills for employability and set
what has become known as ‘the skills agenda’. The ‘Leitch Report’ (2006) said:
‘In the 21st century, our natural resource is our people – and their
potential is both untapped and vast. Skills will unlock that potential. The
prize for our country will be enormous – higher productivity, the creation
of wealth and social justice.’
Leitch identified the following skills as ‘applicable in most jobs’:

• literacy
• numeracy
• team working
• communication
and set targets to close the ‘skills gap’ by 2020, including:
• 95% of adults to achieve functional literacy and numeracy (three times
the current projected rate of improvement – 7.4 million adult attainments)
• more than 90% of adults to be qualified at least to Level 2 – 5.7 million
adult attainments
• 4 million adult Level 3 attainments
• half a million apprenticeships a year
• 40% of adults to be qualified to Level 4 and above.
Leitch was very clear that, while the focus of his report was on the skills of
adults aged between 19 and 65, these targets will not be achieved unless they
are underpinned by 14-19 education and training:
‘… the Review also recognises how vital effective education for young
people is to the new ambition. School standards have improved over the
past decade, with more young people than ever achieving five good GCSEs.
And yet, more than one in six young people leave school unable to read,
write and add up properly. The proportion of young people staying in
education past 16 is below the OECD average. The Review emphasises
how critical reforms to GCSEs are to improve functional literacy and
numeracy. The new 14-19 Diplomas must succeed.’
The development of functional skills in schools and colleges will make a major
contribution to meeting these targets.
World Class Skills: Implementing the Leitch Review of Skills in England was
published in July 2007. It presents the Government’s response to the Leitch
Review.
The same message comes from the Confederation of British Industry (CBI):
‘Weak functional skills are associated with higher unemployment, lower
earnings, poorer chances of career progression and social exclusion…The
time has come to ensure that school-leavers in future have the functional

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skills they need for work and daily life. In short, British business sees
concerted action on functional skills as a key priority.’
Working on the Three Rs (CBI, 2006)
This is not simply a matter of young people not being ‘good at maths’ or ‘not
being able to spell and punctuate’. While some may have these weaknesses,
the real problem is that even those who can demonstrate the knowledge and
understanding required by GCSE do not know how to use and apply their
knowledge in practical work-based contexts; this is a problem of skills rather
than of knowledge. As explained above, functional skills are not only about
knowledge – they are about the use and application of English, mathematics
and ICT in real contexts.
Functional skills in higher education

English, mathematics and ICT skills, and the ability to apply them in contexts,
are critical to successful progression in education and training post-19. In recent
years, many higher education institutions (HEIs) have highlighted the lack of
these skills among school leavers. They have shown how weaknesses in these
skills have a negative impact on retention and achievement in degree level
courses. As a result, many HEIs have to provide remedial courses in these
subjects, even to undergraduates who have good grades at GCSE. As with
young people entering employment, this is not simply a matter of
undergraduates being weak in English, maths and/or ICT. The problem is that
even those who have achieved good grades at GCSE do not know how to use
and apply their knowledge in practical contexts, whether these are in the
humanities, the sciences, engineering, business, or the plethora of vocational
degrees that are now available. Functional skills are designed to develop these
applied skills.
Functional skills in everyday life

Official and unofficial reports dating back to the 19th century have identified
poor standards of literacy and numeracy as a problem affecting not only the
employability of individuals and the impact on the economy, but also the quality
of people’s lives in the broadest sense. Recent research from the National
Research and Development Centre (NRDC), for example, has confirmed that
people with poor levels of literacy and numeracy have poorer physical and
mental health, live in lower standard accommodation, have higher rates of
family breakdown, are more politically apathetic, are more likely to have been in
trouble with the police, and have lower self-esteem. In recent years, the ability
to cope with ICT, even at a very basic level, has become necessary for people
to operate effectively in everyday life.
Functional skills are therefore:

• central to the success of the reforms in 14-19 education and training and
to the ‘skills agenda’
• crucial for the personal development of all learners aged 14 and above
• needed for degree level study

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• a platform for the development of employability skills

• fundamental to tackling the skills gap in England.
How are functional skills being developed?

The standards
QCA has developed draft standards for functional English, mathematics and
ICT at Entry levels 1, 2 and 3, Level 1 and Level 2 (QCA June 2007). Figure 1
shows how these levels relate to the National Qualifications Framework.
Figure 1
Functional National Examples of qualifications at each

skills levels Qualifications level
Framework
levels
Entry 1 Entry Adult Literacy and Numeracy
Entry 2 certificates
Entry 3
Level 1 1 GCSEs grades D-G
Level 1 Key Skills
Level 1 Certificates in Adult Literacy
and Numeracy
Level 1 NVQ
Level 2 2 GCSEs grades A*-C
Level 2 Key Skills
Level 2 Certificates in Adult Literacy
and Numeracy
Level 2 NVQ
BTEC First
Level 3 3 AS and A levels
(NB standards Level 3 Key Skills
not yet Level 3 NVQ
drafted) BTEC National
It is important to recognise that the ‘levelness’ of a functional skill is determined

by a combination of factors:
• the complexity of the situation or problem the learner is tackling
• the familiarity to the learner of the situation or problem
• the technical demand of the skill required
• the independence of the learner in identifying and selecting the skills they
will need, and in tackling the situation or problem.

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A learner who is ‘functional’ in mathematics, English and/or ICT is able to

consider a problem or task, identify the functional mathematics, English and/or
ICT skills that will help them to tackle it, select from the range of skills in which
they are competent (or know what help they need and who to ask), and apply
them appropriately. This interplay of the four factors means, for example, that
tackling a complex problem in a situation with which a learner is unfamiliar but
that requires relatively undemanding English/mathematics/ICT skills may
involve a higher level of ‘functionality’ than a relatively straightforward task in a
familiar context that requires more advanced ‘subject’ skills. It is the
combination of the four factors that confirms the functional skill level.
Following extensive consultation in 2005/06, small-scale trials of the draft

standards were carried out in 2006/07. The resulting revised standards are
being piloted by the awarding bodies from autumn 2007.
The focus of the draft standards is on:

• the application of transferable, practical skills underpinned by knowledge
and understanding
• enhancing current GCSE provision
• offering a single ladder of achievement and progression with each level
incorporating and building on the level/s below.
The draft standards:

• set out the expected knowledge, understanding and skills as well as their
scope and level of demand
• are not detailed curricula or schemes of work
• do not set out models of assessment.
Details of how to ‘read’ the standards in each functional skill subject are
included in the appropriate part of this publication.
Standards are, of course, only the first stage in developing qualifications. When
they are finalised, QCA works with the awarding bodies to develop the
assessment methods and the qualifications.
Assessment
The assessment regime for functional skills will influence:
• models of delivery
• approaches to teaching and learning
• learner motivation and engagement
• continuing professional development (CPD).
The assessment methods for functional skills qualifications must be fit for
purpose across a wide range of learners in a wide range of contexts. It may be
that no one method will be appropriate to all settings.

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During the pilot, 12 awarding bodies will pilot a range of models of assessment.
QCA has produced three documents, one for each functional skills subject,
entitled ‘Assessment arrangements and principles for pilot’. These documents
define the parameters within which the awarding bodies will develop
assessment models and materials for functional skills qualifications during the
pilot. These models and materials will be accredited by QCA. Many of the
principles are common to all three functional skills, including:
• the assessment can be entirely task-based, or a combination of tasks
with test-style items
• the assessment should not be entirely test-based
• assessment items may be externally set by an awarding body or
requirements may be externally set and provide for internally
contextualised task-based assessments
• assessment is of the candidate’s own ability to solve a problem or reach
an outcome by independent application of skills.
For details of assessment, you should contact your awarding body.
The pilot
What has been learned from the trials of the standards and the approaches to
assessment will inform the certificated pilots that run for three years from
September 2007 (ie, candidates in these pilots can be awarded a functional
skills certificate). These will involve approximately 1000 centres, most of whom
will be schools but also including colleges, training providers, work-based
provision, adult and community settings and secure settings.
From 2008, functional skills will be piloted within the first phase of Diplomas.
Some 800 of the pilot centres are also piloting the Diploma (having passed
through the ‘Gateway’). They will therefore pilot all three functional skills. The
other centres have been identified by QCA and the awarding bodies and may
pilot one, two or all three functional skills.
Timelines
Start date
September Three-year pilot (approximately 1000 centres) of functional
2007 English, mathematics and ICT in a range of contexts, including
stand-alone.
September All three functional skills trialled within the first tranche of
2008 Diplomas (construction and the built environment, creative and
media, engineering, society health and development, IT).
September Functional English, mathematics and ICT available nationally.
2010

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Where do functional skills fit in the 14-19 reform programme?

Functional skills are at the core of the 14-19 reform programme.
The key features of the reform programme are:

• a strengthened core – functional skills
• the Foundation Learning Tier
• revised GCSEs (from 2010)
• revised AS and A levels (from 2008)
• new Diplomas (from 2008)
• age 16 no longer a fixed point
• a new ‘extended project’ qualification at Level 3
• personalisation of learning.
‘… passing these functional skills qualifications will be a requirement for

achieving a C or better in GCSE English, maths or ICT. Young people will
therefore have to master the functional skills in order to achieve a… Diploma or
an apprenticeship.’
White Paper 14-19 Education and Skills (DfES, 2005)
In effect, therefore, achievement of functional skills will be a requirement for all

14-19 learners.
Key Stage 3
Level 1 functional skills will be embedded in the programmes of study for
English, mathematics and ICT at Key Stage 3.
Clearly, success at 14-19, and hence the success of the reforms as a whole,
depends on establishing firm foundations at Key Stage 3. Hence, the emphasis
on functional skills starts with reform of the Key Stage 3 curriculum and
programmes of study.
QCA is currently reviewing what pupils learn at Key Stage 3 by revising the
national curriculum programmes of study in order to provide:
• greater flexibility
• improved coherence
• increased personalisation.
One of the aims of the revised curriculum is to develop successful learners who
possess ‘the essential learning skills of literacy, numeracy and information and
communication technology’.
‘Individuals at any age who possess these skills will be able to participate
and progress in education, training and employment as well as develop
and secure the broader range of aptitudes, attitudes and behaviours that

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will enable them to make a positive contribution to the communities in

which they live and work.’
www.qca.org.uk/secondarycurriculumreview/
Key Stage 4
Level 2 functional skills will be embedded in the programmes of study for
English, mathematics and ICT at Key Stage 4.
The functional skills standards are being incorporated into the revised GCSE
criteria for English, mathematics and ICT.
While delivery of the underpinning knowledge and understanding is likely to

remain the responsibility of specialist GCSE teachers, functional skills will only
become transferable when they are embedded across the curriculum. All staff
will need to raise their awareness of the relevance of these skills and support
learners in applying them in their subject areas.
Every Child Matters (DfES, 2004) includes outcomes that require schools and
other providers to focus on employability. These skills are developed at Key
Stage 4 through work-related learning and enterprise education. Functional
English, mathematics and ICT will provide learners with a platform on which to
develop these wider employability skills.
The functional skills qualifications will therefore be:

• available as free-standing qualifications for learners aged 14 and over
• linked to the revised GCSEs in English, mathematics and ICT that will be
available nationally from 2010. To achieve a grade C or above,
candidates will have to achieve the relevant functional skill at Level 2.
During the pilot, candidates who achieve the GCSE standard but do not
reach the required level in the functional skill will still receive the GCSE
award
• a mandatory component of the new Diplomas. The Diplomas are a key
area of the reforms set out in 14-19 Education and Skills (DfES, 2005b).
They are employer-led qualifications, designed to offer young people a
motivating and relevant learning experience through a high quality
programme that combines general education with applied practical
learning.
They are intended for young people of all abilities and backgrounds and
will offer clear routes for progression, whether to further or higher
education or to skilled employment. At each stage of their learning,
learners will be able to move from the traditional routes of GCSE/A level
and vocational programmes to the Diploma, or vice versa, as well as
across Diploma lines.

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The Diplomas will extend learners’ employability skills through a range of

assessed learning and development activities that include:
a focus on a particular economic sector
a mandatory functional skills component
personal learning and thinking skills (PLTS)
work experience.
The qualifications are being developed jointly by the DCSF, QCA and the
Skills for Business Network. Diploma Development Partnerships (DDPs),
who represent employers, further and higher education, schools and
awarding bodies, are responsible for developing the content.
The Diplomas are being developed in 14 lines of learning which will be

introduced in three phases between September 2008 and September
2010.
‘Generic learning’ is a mandatory component of all the Diplomas and

includes:
functional skills in English, mathematics and ICT
personal, learning and thinking skills (these link closely to the key
skills of Working with Others, Improving Own Learning and
Performance, and Problem Solving. It is expected that these key
skills qualifications will continue to be available)
work experience
a project (extended at Level 3).
Achievement of all three functional skills at the appropriate level is

therefore a requirement for gaining a Diploma:
Diploma level Functional skills level

Foundation Level 1
Higher and Advanced Level 2
The Diplomas will be delivered by collaborative local partnerships which

will involve a consortium of providers (including schools and colleges).
To ensure high quality provision, these partnerships have been required
to pass through a ‘Gateway’ process to confirm their readiness to deliver
the Diploma from 2008.
The full specifications for the first five Diplomas will be available to
centres by September 2007.
Foundation Learning Tier

The Foundation Learning Tier (FLT) is the umbrella term for all provision below
Level 2 that is taken by learners over the age of 14 (ie it includes adult

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learners). It therefore encompasses what is currently categorised as pre-Entry,

Entry level (split into Entry levels 1, 2 and 3) and Level 1.
Phased implementation of the FLT began in August 2007, with an increasing

number of providers due to introduce learning programmes until a full
complement is reached in 2010.
Learning programmes in FLT will draw on three curriculum areas: personal and
social development, vocational/subject-based learning, and key and basic skills.
The functional skills, once developed, will replace the key and basic skills.
For details about the Foundation Learning Tier, see www.qca.org.uk/flt
Apprenticeships
Although final decisions have not yet been made about the role of functional
skills in apprenticeships, the expectation is that they will replace key skills
Communication, Application of Number and ICT at Levels 1 and 2. Level 3 key
skills and the wider key skills are likely to remain in frameworks, or could be
introduced.
It is anticipated that key skills and Skills for Life will continue to be
available for registration until 2010.

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References
CBI (2006) Working on the Three Rs. London: Confederation of British Industry
DfES (2003) Green Paper: Every Child Matters. London: DfES
DfES (2004) 14-19 Curriculum and Qualifications Reform: Final Report of the
Working Group on 14-19 Reform. London: DfES (The Tomlinson Report)
DfES (2005a) 14-19 Education and Skills: Implementation Plan. London: DfES
DfES (2005b) White Paper: 14-19 Education and Skills. London: HMSO
DfES (2005c) White Paper: Higher Standards, Better Schools for All. London:
DfES
DfES (2006a) ‘Functional’ skills – Your questions answered. London: DfES
DfES (2006b) 2020 Vision: Report of the teaching and learning in 2020 Review
Group. London: DfES
DIUS (2007) World Class Skills: Implementing the Leitch Review of Skills in
England. London: DIUS
Leitch, S. (2006) Prosperity for all in the global economy – world class skills:
final report. London: The Stationery Office
QCA (2007) Functional skills draft standards. www.qca.org.uk/qca_6066.aspx

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Teaching and learning functional ICT: Overview
Overview
The aim of Teaching and learning functional ICT is to support teachers as they
prepare courses that lead to qualifications that include functional ICT. There are
four sections.
The first section, the ‘Introduction’, sets out what functional ICT is, summarises
the vision for functional ICT, explains the basic principles for teaching functional
ICT, and explains how to read the functional ICT standards as they are set out
in the QCA document: Functional skills standards: ICT, including a note on how
the levels relate to other qualifications.
Section 2, ‘Using ICT to tackle practical tasks’, provides a number of scenarios
drawn from work, everyday life and education that highlight the role and value of
ICT skills in helping young people to solve problems and deal with practical
situations.
The third section, ‘Activities for developing functional ICT skills’, provides a wide
variety of teaching and learning activities that teachers can use to help learners
develop and apply their ICT skills. These examples have been chosen to
illustrate an important theme in functional skills teaching – the value of creating
situations where learners take an active responsibility for their work.
The final section, ‘Useful resources’, gives a list of resources that you may find
useful. Many of these are listed at the end of each activity in section 3.

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Teaching and learning functional ICT: Overview

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Teaching and learning functional ICT: 1. Introduction
1. Introduction
Contents
1.1 What is functional ICT?
1.2 The functional ICT vision
1.3 Teaching functional ICT
1.4 How to read the standards
1.5 Progression through the levels
1.1 What is functional ICT?

The DCSF’s generic definition of functional skills notes that functional skills will:
‘provide an individual with the essential knowledge, skills and
understanding that will enable them to operate confidently, effectively
and independently in life and at work. Individuals of whatever age who
possess these skills will be able to participate and progress in education,
training and employment as well as develop and secure the broader
range of aptitudes, attitudes and behaviours that will enable them to
make a positive contribution to the communities in which they live and
work.’
This statement sets out a vision of what learners need to be able to do in order
to be ‘functional’ in their use of ICT. This includes being able to:
• develop the practical applied skills needed for success in work, learning
and life
• show confidence in their studies in further and higher education
• show confidence in interaction with people in their lives.
Functional ICT will contribute to tackling the national skills gap and improving
productivity, enterprise and competitiveness; learners who are functional in their
use of ICT are able to apply technology to a wide range of practical tasks – in
life, work, education and in their communities.
1.2 The functional ICT vision

The introduction to Functional skills standards: ICT (QCA, June 2007) states
that:
‘The term functional should be considered in the broad sense of
providing candidates with the skills and abilities they need to take an
active and responsible role in their communities, in their everyday life, in
their workplace and in educational settings. Functional information and

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communication technology (ICT) requires learners to be able to use

technology in ways that make them effective and involved as citizens and
able to operate confidently in life and work in a wide range of contexts.
The aim of the ICT standards is to encourage people to demonstrate
their ICT skills in a range of contexts and purposes. They are essentially
concerned with developing and recognising the ability of learners to
apply and transfer skills in ways that are appropriate to their situation.’
It is important to recognise that ICT skills are rarely if ever used in isolation –
ICT is used for a purpose. Similarly, ICT skills are not learned in isolation from
other skills.
1.3 Teaching functional ICT

It is not possible to predict all the tasks that your learners will be faced with in
their lives where ICT skills can be of value. However, you can help them to
apply their ICT skills to the greatest effect. So, helping learners to become
functional in ICT means helping them to:
• recognise situations in which ICT can make a positive contribution
• apply their ICT skills appropriately to a range of tasks and problems
• reflect on the role that ICT has played in handling these situations
• become increasingly independent in their learning and in the application
of their skills and knowledge.
It is essential to think of learners becoming ‘functional in their ICT’, rather than
imagining that there is a fixed body of knowledge known as ‘functional ICT’. The
exact skills needed to handle software – and indeed hardware – are constantly
changing but the skills used to tackle tasks and problems are transferable: they
have long-term and lasting value.
This means that learners should experience tasks and problems that have
enough scope to allow these practical and applied skills to flourish. Sometimes
this may involve learners using relatively straightforward technology to complete
quite complex tasks – the complexity of the task may be just as important as the
complexity of the skills used to complete it.
It is important that learners do not know, at the time a problem is set, which of
the ICT techniques they have at their disposal will actually be needed. Selecting
the right techniques is central in demonstrating functionality.
This means that the tasks and problems that learners meet in school, college or
training should be chosen so that they can be tackled using ICT skills and
techniques that they have already been introduced to and which they can
practise and develop through use and application. The key to making ICT
learning ‘functional’ is that teaching should demonstrate how technology is used
in life – giving learners experience of the breadth of applications of the subject.
So, practical application to real tasks must be a major theme in teaching and
learning for functional ICT. A second, closely connected, theme is that learning

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should be active and engaging. The tasks presented should be plainly relevant
to learners and appeal to them by being motivating, interesting and realistic.
Part of the push towards relevance and motivation depends on making the use
of ICT integral to other areas of teaching and learning. Functional ICT is clearly
relevant to both functional English and functional mathematics. Technology can
be used to make sure that communication is clear and ‘fit for purpose’ – the key
to functional English. ICT can be an invaluable tool in using mathematics to
solve real world problems – the key to functional mathematics. In addition, of
course, ICT can play an important part in other academic subjects – science,
geography and so on – in the industry-based knowledge and experience that lie
at the heart of the new Diplomas, and in many contexts in work-based learning.
In practice this will often mean that ICT teachers liaise very closely with
colleagues, often acting as a resource to advise specialists in other disciplines
how they can integrate ICT into their schemes of work and lesson plans in ways
that are meaningful and appropriate. The scenarios presented in section 2 of
this guide offer some ideas on how this can work in practice.
1.4 How to read the standards

The standards for functional ICT are set out in a document published by the
Qualifications and Curriculum Authority (QCA) that covers the levels from Entry
1 to Level 2. The document begins with a short introduction and statement of
the purpose of the standards. This is followed by a brief explanation of
differentiation between Entry level, Level 1 and Level 2. The main body of the
document then sets out the standards for the three components at each level:
• Use ICT systems
• Find and select information
• Develop, present and communicate information
The standards themselves are laid out in tabular form with:
• the level
• the skill standard – this is the crucial statement and should be the overall
focus of teaching and learning
• the coverage – this indicates the technical demand of the ICT skills and
techniques that are likely to be used by learners performing at that level.
Learners at a particular level should also be able to do everything
expected in the coverage specified in the earlier levels
• examples/applications that ground the statement of the skill standard in
specific aspects of ICT.
A footnote states how the content corresponds, where appropriate, to National
Curriculum ICT levels, the ICT Skills for Life standards, the ICT key skill, and
the National Occupational Standards (NOS) for IT.
As an example, here is an extract from the Level 2 ‘Use ICT systems’
component of the standards:

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Figure 1
Level 2
Level Skill standard Coverage Examples/applications
Learners can:
Level 1a select, interact with 1.1 use correct log in, log out, use shutdown menu
2* and use ICT procedures to start
systems and shut down an
independently ICT system
for a complex
task to meet a
variety of needs
1.2 select and use a broadband, dial up, network, mobile
communication device
service to access
the internet
1.3 select and use word processing, spreadsheet, graphics,
software browser, email, audio and video software
applications to
meet needs and
solve problems
1.4 select and use desktop, windows, dialogue box, menu,
interface features submenu, toolbar, scrollbar, drag and
and system drop, zoom, template, wizard
facilities effectively
to meet needs
1.5 select and adjust window size, mouse settings, icon size,
system settings as screen resolution, desktop contrast,
appropriate to volume, date and time
individual needs
1b use ICT to 1.6 use ICT to effectively time, convenience, cost, quality, range of
effectively plan plan work and facilities, versatility
work and review the
evaluate the effectiveness of
effectiveness of ICT tools to meet
the ICT system needs in order to
used inform future
judgments
1c manage 1.7 manage files and create, open, save, save as, print, close,
information folder structures to delete, view, rename, move and copy
storage to enable efficient files, create folders and subfolders, name
enable efficient information files and folders appropriately
retrieval retrieval
1.8 insert, remove, label CD, DVD, memory stick, hard drives
and store media
safely
2a follow and 2.1 minimise physical arrangement of hardware and cables, wrist
understand the stress rests and other devices
need for safety
and security
practices
2.2 keep information keep copies safe, take backups, keep

secure password or PIN secret

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Level Skill standard Coverage Examples/applications
2.3 understand the danger use virus-checking software, treat files

of computer viruses, from unknown sources with caution
and how to minimise
risk
2.4 understand the need to avoid inappropriate disclosure of personal
stay safe and to information, avoid misuse of images, use
respect others when appropriate language, respect
using ICT-based confidentiality, use copy lists with
communication discrimination
2b troubleshoot 2.5 identify ICT problems software freeze, respond appropriately to
and take appropriate error dialogue, virus threat, storage full,
action paper jam, uninstall software, know when
and whom to ask for help to fix the
problem
*The content corresponds to national curriculum ICT level 5/6; ICT Skills for Life standards and ICT key skill, level 2 and
NOS level 2 for Using IT (Making selective use of IT; Operating a computer; IT trouble-shooting for users; IT
maintenance for users; IT security for users; Internet and intranets; Email; Word processing software; Spreadsheet
software; Database software; Website software; Artwork and imaging software; Presentation software; Specialist or
bespoke software; Evaluate the impact of IT).

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The layout of the standards enables you to follow progression through from
Entry level 1 to Level 2 in any one component (eg find and select information)
or, alternatively, follow through the requirements for a particular level across all
three components.
Note that the standards do not say how functional ICT will be assessed, nor do
they give examples of how it should be developed or taught. The standards are
designed to be context- and assessment-free.
1.5 Progression through the levels

The functional ICT standards cover the first three levels of the National
Qualifications Framework – Entry level, Level 1 and Level 2. As usual, Entry
level is subdivided into Entry 1, Entry 2 and Entry 3 to reflect the importance of
small incremental steps for learners at these levels.
For ease of reference, Entry 1 is comparable in demand to National Curriculum
level 1, Entry 2 to National Curriculum level 2 and Entry 3 to National
Curriculum level 3. Level 1 is comparable to GCSE grades D-G and Level 2 to
GCSE grades A*-C.
The level of functional ICT – as with the other functional skills – is determined
by a combination of:
• the complexity of the situation
• the familiarity to the learner of the situation
will need, and in tackling the situation.
1.6 Resources
Functional skills standards: information and communication technology
(QCA June 2007 ref QCA/07/3168). Available from QCA website
www.qca.org.uk/qca_6066.aspx
Amplification of the functional ICT standards

This document gives fuller explanations of the standards, explains relevant
terminology (with a glossary) and includes progression tables. Available from
QCA from the end of September 2007.
Functional skills ICT exemplification

This gives some examples of purposeful activities for developing learners’
functional ICT. Available from QCA from the end of September 2007.

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Teaching and learning functional ICT: 2. Using ICT to tackle practical tasks
2. Using ICT to tackle practical tasks

Contents
2.1 Introduction
2.2. Case studies
Case study 1: Quiz night
Case study 2: Risk assessment
Case study 3: Nursery trips
Case study 4: Looking ahead
Case study 5: Data collection and analysis

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2.1 Introduction
As indicated in the QCA functional skills standards:
‘For ICT to be useful, learners must have the skills and confidence to
apply, combine and adapt their ICT knowledge to new situations in their
life and work. They need the capacity to identify and understand the role
that ICT plays in the world and use ICT in ways that enable them to
function as effective citizens and benefit them in life and work’.
The need to use ICT systems is widespread in our society. Most people have
bank accounts and use a touch screen to obtain money from their bank. They
know the importance of security and the need to use a PIN (personal identity
number) and to keep it secure. Many people use mobile phones to send text
messages and more and more are using digital cameras. It is important that
learners are taught to understand the similarities between the interface features
of the different applications that they are familiar with so that they can transfer
their skills to meet the changing demands that will be made of them.
There are various factors that will limit the way people use ICT in a functional
way. For example, people’s ability in English and mathematics may limit how
they can use ICT effectively. Being able to change the format of text, eg make it
bold, does not mean that the text should be there or that it is accurate. Being
able to set up a spreadsheet, and enter a formula when instructed to do so,
does not mean that the learner has understood the many ways a spreadsheet
application could be used. Conversely ICT can be used to improve people’s
skills and understanding in English and mathematics.
The functional use of ICT means the purposeful use of ICT. The purposeful use
of ICT means that ICT is used to meet the requirements of the task and the
audience for whom the outcome is intended, for example tutor, employer,
general public, classmates, co-workers, family and friends. The case studies
that follow provide some illustrations of how people have used ICT to carry out
everyday tasks to help them be more effective in their life, work and learning.
There is an infinite number of possible illustrations but only a few can be offered
in this publication.
The commentary that follows each case study indicates the scope of the activity
in relation to the functional skills standards. The examples and applications
provided in the functional skills standards are only that – examples. At times a
learner may use skills that are at a lower or higher level so the commentary
gives only an indication of the overall level of the activity.
It will be helpful to have a copy of the ICT functional skills standards to hand
when you are reading the commentaries.

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2.2 Case studies

Case study 1: Quiz night
Jason’s task
The football team in a college were planning to go on tour. They needed to raise
funds for this and decided to hold a quiz night. Jason was given the job of
keeping the scores from the various rounds of the quiz on the night, so that he
could give the running totals at the end of each round. The football coach had
said he could use a laptop computer and data projector if that would be of any
help.
Jason had been to a number of quiz nights and he realised that the scorer was
under a lot of pressure to get the scores recorded and added up in the time and
then to display them so that everyone could see which team was in the lead.
Jason’s solution
Jason knew that setting up a spreadsheet was a reliable and fast way of adding
up the scores. He decided to set up a spreadsheet that had a space for the
team names and columns in which he could enter the scores for each round. He
also set up a ‘total’ column that would automatically add up all the scores at the
end of each round. Once he had this set up, all he had to do at the beginning of
the evening was to enter the names of the teams.
To show the scores at the end of each round, he decided to set up a chart (see
Figure 2) that would show total scores for each team up to that point. This could
be projected on a screen so that everyone could see at a glance the scores and
who was in the lead. He was pleased with this idea because he knew that it
could be really noisy between rounds and teams were always asking for the
scores to be repeated. This way, they could see the scores at a glance.
Figure 2

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Commentary
Jason was tackling a fairly straightforward task. It was a non-routine task but it
was one with which Jason was familiar – he knew what had to be done because
he had been to quiz nights. Jason independently chose to use ICT to help him
be more effective in his task.
This activity falls within the scope of Level 1 functional ICT, as shown in
Table 1.
Jason had obviously been well taught. He knew the purpose of using a
spreadsheet and the advantages of using one in everyday life. He knew that a
chart is a quick and visual way of presenting numerical information. Jason could
see the benefits of using a chart in this context to meet the needs of the
audience (ie the quiz teams).
Table 1
Level 1
Skill standard What Jason did
1a Jason independently chose to use a spreadsheet to total
the scores and to produce a chart (1.3). We do not know
how he used the laptop but he may have adjusted settings
to meet his needs.
1b Jason clearly planned the use he would make of ICT as he
realised that this would save him time and make him more
effective in his task.
5a Jason entered information into his spreadsheet and
organised this information. He then went on to use a
formula to total the values that he entered for the various
rounds and to produce a chart.
6a Jason thought about how to present the information about
the scores to the teams at the quiz. Presumably he
considered various options, eg reading them out, but chose
a chart because this met the needs of the audience.

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Case study 2: Risk assessment

Brian’s task
Brian had a job in a toyshop that had opened recently. The shop had been open
for a couple of weeks when a box fell from a top shelf onto a customer.
Thankfully, the customer was not hurt but Brian’s boss was concerned. On the
business start-up course that she had attended she had heard about the need
to do a risk assessment to show that she was taking steps to manage the risk of
incidents such as this happening.
She wanted this information quickly but was expecting a delivery and could not
leave the shop. She asked Brian to go to the library and use the internet to find
out information about carrying out a risk assessment.
Brian’s solution
During his course at college Brian had been shown the resource centre and had
been encouraged to use the computers there to help him with his work. He had
had some practice in using the internet to find information about a holiday he
was planning for a project he had to do. He had been told that the public library
also had computers that could be used to find information on the internet.
When Brian got to the library the librarian was helpful and took Brian to a
computer that was all set up and said all he had to do was enter what he
wanted information about and use the mouse to select ‘search’. Brian entered
‘risk assessment’ – or at least he thought he did. He had spelled ‘assessment’
wrong but the computer pointed out his mistake and he used the mouse again
to choose the right spelling. His search then showed that there were about five
million websites that could give him information about risk assessment.
Brian read down the first page that came up and saw there was a website called
‘Business Link’ that ended with ‘.gov.uk’. He knew that this would be a
government website and not a commercial firm trying to sell him something. He
followed the link to that website and found another link to a leaflet entitled ‘Five
steps to risk assessment’ that was published by the Health and Safety
Executive. He looked through that and thought it looked like the sort of thing his
boss needed.
He asked the librarian if he could get this leaflet printed and he was told that he
would have to pay for this. That was fine, so the librarian came along and
printed it out for him. It only cost 10 pence so Brian did not ask for a receipt.
His boss was delighted that he had got this information for her.

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Commentary
Brian was tackling a straightforward task. He had been told the information that
was required and where he could locate it. Although he did not know about risk
assessment he was familiar with using the internet to find information. Brian
needed help in using the ICT system but showed that he could find and select
the information required using ICT.
This activity falls within the scope of Entry 2 functional ICT, as shown in
Table 2.
Brian could use a mouse to select buttons in a search engine and could follow
links to find the information he needed. He had been taught to make sure that
the source of the information was reliable and he used this knowledge well.
Table 2
Entry 2
Skill standard What Brian did
1 Brian used computer hardware for a purpose.
3 Brian used an appropriate source of ICT-based information.
4 Brian found the information he needed, including following
links to make sure he had reliable information.

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Case study 3: Nursery trips

Kuldip’s task
While working in a day nursery, Kuldip was asked to take on the task of
providing information to parents about the various trips that had been planned
for the toddlers during the summer months. Information had to be given out
about one trip at a time to let parents know what the toddler should wear,
money needed etc. The nursery had found that if they provided a list of all the
trips, some parents got confused or lost the list.
For the first trip, Kuldip printed out a notice with details of the trip. Two days
before the trip, she handed out the notices to the authorised adult who was
collecting the child at the end of the day. However, on the day of the trip, some
of the toddlers turned up without the necessary clothing and/or money and had
to stay in the nursery. Some people claimed that they had not been given the
notice or that granny must have collected the child on the day the notice was
given out and had not passed it on.
Kuldip’s solution
Kuldip and her supervisor wondered if there was a better way of giving out
notices about the trips and one that made sure everyone got them. They
discussed the possibility of using email as a way to send out notices. Kuldip
knew that the nursery had a database with contact details for parents/
guardians. She asked if she could see this and found that most parents/
guardians had an email address either at home or at work. She asked if she
could update this list so that she could use it to send out notices. She realised
that some did not have an email address but decided that it would be easy to
check that these few had received the notices by hand. The email sent to the
others with the notice attached would be a way to check that they had received
the notice.
Kuldip had learned how to use email at college and used it quite a lot at home
to keep in touch with her friends. While at college she had learned how to set up
a contacts list for the others in her class. She learned then that any email sent
out should not provide anyone’s email address to other people (because people
might not want strangers to know their personal details) so she had to make
sure that everyone’s name appeared on the email but not their email address. It
would take a while to set up a contacts list but it would be worth it in the end.
She knew that, when email addresses changed, she would have to update the
database.

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Commentary
Kuldip was tackling a straightforward but non-routine task. She discussed the
approach to this work with her supervisor. Kuldip had learned about contacts
lists at college and so she was familiar with the needs of the task.
Table 3.
Kuldip was focused on the needs of the audience – the parents and guardians
of the children. She needed a reliable way to get information to them. She
applied her knowledge about respecting others’ privacy when using ICT-based
communication by making sure that email addresses were not included in the
email.
Table 3
Level 1
Skill standard What Kuldip did
1a Kuldip was able to use an email application to set up a
contacts list.
2 Kuldip set up the contacts list so that email addresses did
not appear – just the peoples’ names to respect their
privacy (2.4).
5a Kuldip entered, developed and refined her contacts list
(5.1).
Although we have no precise evidence it can be assumed
that Kuldip organised information from different sources
(existing database, notes of email addresses etc) (5.9).
7 Kuldip showed that she could communicate information
responsibly and effectively by creating a contacts list and
amending or deleting entries as required (7.1 and 7.2).

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Case study 4: Looking ahead

Rashidi’s task
As part of his Year 10 personal development course, Rashidi was asked to
carry out research into a career that was of interest to him and to give a short
talk to the rest of his class about that career. Rashidi had previously used a
careers information database to find out what sort of career might suit him and
had come up with the possibility of becoming an electrical engineer.
Rashidi’s solution
Rashidi carried out his research using a range of paper-based and online
sources. He decided that he wanted to do a multimedia presentation for his
short talk because he knew his classmates would get bored and would not
listen if he just stood up and talked. He also thought that it would be good to get
an actual electrical engineer to explain what the job involved.
Rashidi took quite a lot of time over this project. First, he set up folders to
manage the files that he had downloaded from the internet and the digital
photographs that he himself took of examples of the work of an electrical
engineer. He made an audio clip of a discussion he had with one of his father’s
friends who was an electrical engineer and saved this to put in his presentation.
Next, Rashidi planned his presentation. He found that most of this work was
similar to what he had done in other applications, for example using a template,
inserting information, editing and formatting. He enjoyed experimenting with
what he could do with his images and made sure that they were as interesting
and as clear as possible to hold his classmates’ interest. The menus in the
application were easy to follow and there were plenty of icons to help him find
out what he needed. He used the ‘help’ facilities to find out about animating his
slides which was a real bonus. He also found that he could print copies of the
slides to give to his classmates.

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Commentary
Rashidi’s task was a complex one in that it was a multi-step task of finding
information, processing it, and then presenting it. Rashidi’s work was intended
to meet a variety of needs:
• his need to find out about career options
• his need to show he could give a short talk
• his classmates’ need to be engaged and informed.
Rashidi identified the ICT-based parts of the task, ie finding information using
the internet, taking photographs, and making an audio clip, all in formats that
could be used in his presentation and using appropriate software.
This was a non-routine task and, although Rashidi was familiar with his
classmates, giving a talk in a class situation was something he was not
comfortable with. He was not instructed to use ICT as a solution to this task. He
chose this option independently and planned how he could use ICT to help him
perform effectively in his talk. As with all good speakers, he realised that he had
to engage his audience and came up with the idea of a multimedia presentation.
He then demonstrated his ability to transfer his ICT skills to meet this new
demand.
Table 4.
Rashidi’s solution illustrates his understanding of the use of application

software. He was not afraid to try a new application and knew that he could use
menus, icons, buttons and ‘help’ facilities to assist him in his work. He has
obviously learned that skills developed in one application could be transferred to
a range of applications and had the confidence to transfer those skills.
Table 4
Level 2
Skill standard What Rashidi did
1a Rashidi worked independently on a complex task. He
selected appropriate applications (1.3).
1b Rashidi planned how to use ICT effectively (1.6).
1c Rashidi managed his files and folders effectively (1.7).
3 He selected and used appropriate sources of ICT-based and
other forms of information which match requirements. (3.1).
4 He searched the internet (4.1).
5a He entered, organised and formatted his information to
enhance his presentation (5.1). He obtained and
manipulated images to fit the purpose of the presentation
(5.5).

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5b Rashidi brought together and organised components of

images and text (5.11) and organised the information to
achieve his purpose (5.12).
6a He produced information that was fit for its purpose and
audience (6.2).

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Case study 5: Data collection and analysis

Dervla’s task
As part of her Year 11 GCSE Physical Education course, Dervla was required
to carry out an investigation into the reasons why people take part in physical
activities. The investigation was to focus on the social and other factors that
affect participation.
The activity started with a group discussion about the various factors that
influence participation. The tutor suggested that the students carry out a survey
to find out whether the factors they had discussed were valid. The tutor
suggested that each student could do a survey; they could then combine their
results and put them into a spreadsheet for analysis. The tutor explained that
the more information they collected the more valid their investigation would be
and that, by putting the data into a spreadsheet, they could analyse it (eg they
could find out the average number of people surveyed who did physical activity
once a week) and could produce charts and graphs to present their findings.
The group discussed the sort of questions they should ask; these were listed on
the board. Each student, including Dervla, designed a questionnaire to use in
their part of the survey.
Dervla’s solution
Dervla was happy to design a questionnaire – she already had a list of
questions to put in it. She had used word-processing a good deal for various
bits of coursework and was able to set up a document and enter the questions.
She drew boxes at the end of questions that could be used as tick boxes for
‘Yes’ or ‘No’ answers.
She used her questionnaire to gather information from 20 people and brought
her results back to the group. The tutor told them to make a tally chart of the
answers to the questions. When everyone had tallied their results the tutor
totalled them up and told each student to set up a spreadsheet to analyse this
information and write a report on what they found from their investigations.
Dervla designed a spreadsheet and entered her data. She found the total
number of females who exercised three times a week and the total number of
males who did the same. She found that more males than females exercise
regularly, while those females who do exercise do so because they think it
makes them look better. She wrote a brief report for her tutor on her findings
and used pie charts to show the difference between male and female responses
to the questions.

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Commentary
Dervla and her classmates were tackling a complex task. However the tutor had
made the task straightforward for them by breaking it down and had provided
them with guidance. In fact Dervla was not given the opportunity to show that
she could plan how to use ICT to carry out the task she was given. She did not
even get the opportunity to select the software applications required to meet the
needs of the task. The tutor told her what to do.
However, Dervla showed a degree of independence when she set up the

spreadsheet and decided how the data should be analysed and presented.
Dervla’s analysis of the numerical information appears to be quite limited and it
is unclear whether it met the purpose of the activity – to analyse the social and
other factors that affect participation in physical activity.
The level of this activity is probably around Entry 3 although the skill of using
a spreadsheet falls within the scope of Level 1 functional ICT, as shown in
Table 5.
Table 5
Entry 3
Skill standard What Dervla did
1a Dervla demonstrated that she could interact with and use
an ICT system to meet needs.
5a She entered and processed numbers and generated totals
although it is unclear whether her processing met the needs
of the task (5.4).
Level 1
Skill standard What Dervla did
5a Dervla designed her spreadsheet and entered information
into it (5.1). She organised her numerical information and
developed it (obtained totals) although it is unclear whether
that suited her purpose (5.5). She created pie charts but
again it is unclear whether these suited her purpose (5.7).

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Teaching and learning functional ICT: 3. Activities for developing functional ICT skills
3. Activities for developing functional

ICT skills
These activities are designed to provide learners with opportunities to address
some of the issues identified in the standards for functional ICT.
3.1 Use ICT systems
U1 Message alert
U2 Security
U3 Risk assessment
U4 Password detectives
U5 How may I help you?
3.2 Find and select information

F1 Cultural diversity – are we really so different?
F2 Internet treasure hunt
F3 Key words
3.3 Develop, present and communicate information

D1 Setting up a business
D2 Text and image snap
D3 The formula for success
D4 League table
D5 Formatting and adding data
D6 Record that tune
D7 Access all areas
D8 Grand design
D9 Formatting challenge
D10 Fooling the spell-checker
D11 Communication at your fingertips
D12 Communication highway

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3.1 Use ICT systems

In the world of work and in everyday life, an ICT system is only switched on and
used in order to do something, for example to find out some information, to
make a purchase, to send a message, to analyse data, or to produce a
document of some sort. The teaching of this component of functional ICT must
therefore be in a purposeful context and should overlap with the components
‘Find and select information’ and ‘Develop, present and communicate
information’.
When using the following activities, the emphasis of the teaching must be on
the value and use of ICT to suit the purpose, rather than on the mechanics of
using the ICT system itself.
Learners at every level from Entry 1 upwards must learn to use ICT systems for
a purpose and follow safe practices. As they progress through the levels, the
level of demand rises in terms of:
• the complexity of the situation
• the familiarity to the learner of the situation
will need, and in tackling the situation.
The activities in this section are examples of how learners can be introduced to
ICT systems. In addition to addressing specific aspects of the standards, each
activity also provides an opportunity to explore a wider range of issues. For
example, activity U1 ‘Message alert’ is designed primarily to encourage learners
to select an appropriate system in order to meet a specific need. However, it
also provides an opportunity to raise issues such as:
• personal use of ICT in paid employment
• staying safe online
• disclosure of personal information
• the relationship between cost and convenience
• that the way one person uses ICT might not suit the needs/preferences
of someone else.
While opportunities to address these particular issues have been built into the
activity, it is clearly up to the practitioner whether or not to raise them, or
whether they should be addressed through a different activity. Likewise, when
customising an activity to suit their own learners' needs, practitioners may well
build in opportunities to raise an even wider range of issues (eg how the cost of
software and hardware can affect an individual's capacity to keep up with the
latest developments).

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U1 Message alert
Activity
This activity is designed to develop the skills and understanding outlined in the
functional ICT component ‘Use ICT systems’ Skill standard 1 – interacting with
ICT.
Recognising the similarities between interface features on familiar ICT systems
is a useful starting-point for developing skills and understanding of how ICT
systems work. For example, a learner who can use a touch-screen on a
cashpoint machine to obtain money understands that using a ticket purchasing
system or using a self-scan checkout in a supermarket is the same ICT-based
process. A learner who can see these similarities can transfer and adapt their
skills.
The activity can be adapted to suit the level at which the learner is operating.
The activity might revolve around the use of a digital camera; learners could be
introduced to the features of the camera and then asked to compare these
features with, for example, a mobile phone. The important learning point is that
ICT systems and interface features have similarities and that skills and
understanding can be transferred from one system to another.
This activity will enable learners to:
• select appropriate ICT systems for a specific purpose
• interact with and use a variety of ICT systems.
First, learners should take part in a group discussion about downloading and
using an instant messaging service. Learners should consider:
• what the service is used for
• when it is appropriate to use it
• etiquette in using these services and staying safe online
• situations when it is not appropriate to use, such as personal messages
in work time
• health and safety issues, for example disclosing personal information,
taking regular breaks
• equipment needed, such as PC, keyboard, mouse, internet connection
• cost, convenience, and download time.
Using an interactive whiteboard or projector, access an instant messaging
service. Ask learners about different interface features, such as windows,
dialogue boxes, menus, submenus, toolbars, scrollbars, minimise/maximise and
‘close’ button.

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Once the learners are familiar with the different features, they should be given
an activity sheet asking them to label each of the interface features. Learners
should then discuss and compare their answers.
Extension
This activity can be extended by:
• learners completing additional activity sheets using different applications
• downloading or accessing an instant messaging service and
experimenting with the different interface features including audio and
video facilities
• learners taking part in a group discussion about how computer settings
can be adjusted according to individual needs, such as altering the
screen resolution, icon size and volume control. Where possible, learners
should access a computer and experiment with different settings.
Rationale
Using an application that learners enjoy will act as a motivational driver to help
engage their interest. Many will already understand how to use instant
messaging but may not be familiar with the full range of terminology involved.
Helping them identify this in an application they are familiar with will help them
transfer their knowledge into other applications and give them a more rounded
view of software systems.
Using activity sheets will help reinforce learning. Activity sheets will also help in
a class of differentiated learners as, after the initial demonstration, they can
work through the sheets at their own pace.
Using a familiar and user-friendly application will also provide an informal
setting in which to discuss individual settings such as window size, mouse
settings, and volume. Learners are more likely to want to adjust settings when
they are using an application that they enjoy.
Preparation
You will need:
• an activity sheet asking learners to identify the different interface features
• an answer sheet
• a projector or interactive whiteboard
• an instant messenger application, login address and password.
For the extension activities, you will need:

• an information sheet about adjusting computer settings, eg volume
control, resolution.

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Figure 3
Prepare an activity sheet similar to the example in Figure 3. Take a screenshot

of an application or create a generic application as in Figure 3. Draw numbered
boxes pointing to each feature. Underneath the illustration, create a table where
learners can write their answers. You will also need to prepare an answer sheet
giving learners the solutions to the activity.
Before the lesson, research different instant messaging services. Choose one
and download it to your computer. Sign up to the service so that you have a
login address and password. Familiarise yourself with the service so that you
can quiz learners on the various features during the lesson.
You will also need to prepare an information sheet explaining how to adjust
different computer settings, for example altering volume and screen resolution.
Other applications
This activity could be adapted for any application that requires the learner to
understand the interface features, such as Microsoft Office (Word, Excel,
Access, PowerPoint etc), Lotus Works, Adobe Acrobat, PhotoShop, Paint.

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Resources
• Teaching ideas.co.uk – provides instant messenger ideas.
http://www.teachingideas.co.uk/ict
• Resources LSN E-learning and Technology. This site allows you to
search for events, resources, and examples of e-learning.
http://www.lsneducation.org.uk
• Instant Messaging in the Yahoo! Directory. A directory of instant
messenger systems.
http://dir.yahoo.com/Computers_and_Internet/Software/Internet/Instant_
Messaging/

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U2 Security
Activity
This activity is designed to introduce learners to the functional ICT component
‘Use ICT systems’ Skill standard 2 – following safe practices. It can be adapted
to suit the various levels.
At Entry 1 and 2 learners need to know about keeping personal information
such as their password(s) and PIN secure and, at the higher levels, learners
need to know about respect for others, such as not using another person’s
email address. At the lower levels the activity might be based around a mobile
phone, for example the use of a PIN to unlock, or the interface features (icons,
buttons, scrolling, keypad etc). However this activity is adapted, it can be used
to raise and discuss issues around the need to keep personal information
secure when using ICT systems.
• explain what checks need to be made before purchasing goods on the
internet
• describe the features of a secure website
• recognise the importance of keeping personal information secure.
Learners should take part in a group discussion about what type of items can be
bought online. Examples could include mobile phones, clothes, supermarket
goods, gifts and holidays. Ask learners to consider that, while they would not
hand over cash to a stranger in the street, people willingly hand over their credit
card details and/or personal information to companies they do not know.
Learners should be aware that, before anyone enters their credit card numbers
on a website, they should make automatic security checks.
Using a projector or interactive whiteboard, access an online store and explain
to learners the security features they should always look for, such as https
address, padlock symbol, postal address, telephone number, and third party
seal of approval.
Demonstrate that the third party seal of approval should link back to the actual
address shown.
Divide the learners into pairs and ask them to research three different websites
that sell goods online. Give each pair a questionnaire to complete.
Suitable questions include the following.
• Have you used the site before?
• Have you heard about the site before?
• Has this site received good feedback from someone you know and trust?
• Is a postal address provided?
• Is a customer service telephone number provided?

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• Is there a third-party seal of approval?

• Does the third party seal of approval link back to the site that created it?
• Is there a padlock symbol?
• Does the web page begin with ‘https’? (Learners should be aware that
the ‘s’ in ‘https’ means that the site has a secure connection.)
• Are there any customer reviews?
• What are the terms and conditions (what’s in the ‘small print’?)?
• What is the refund policy?
• What is the shipping policy (what do they charge for postage, and how
long will it take to arrive)?
• Is there any need to be extra cautious when buying from certain
countries?
At the end of the activity, learners should be brought back together for a
question-and-answer session to reinforce their learning. Questions should
address the information that the learners have found.
Rationale
As well as learners themselves, their parents and friends often buy goods online
and hand over personal and credit card details without verifying that the
company is legitimate. This activity is aimed at making learners aware that they
should investigate companies before handing over personal details, as online
fraud is prevalent.
Researching different companies and working through set questions will give
the learner a good foundation of information and knowledge of what to look for
the next time they buy goods online.
Preparation
You will need:
• a projector or interactive whiteboard
• copies of pre-prepared questionnaires and answer sheets.
Resources
• Microsoft. Protect yourself information page. This would be a good
research tool for learners to visit. Available on
http://www.microsoft.com/protect/yourself/default.mspx
• ICT security home: A web page of links about different aspects of IT
security. Available from: http://www.itsecurity.com/
• BBC – Consumer: A web page that gives excellent information about
security and privacy when buying goods online.
http://www.bbc.co.uk/consumer/guides_to/shopping_onlinesecurity.shtml
#startcontent

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• LSN E-learning and Technology. This site allows you to search for
events, resources, and examples of e-learning. It can be accessed on:
• Key skills trainer. An online resource designed to help learners check,
learn and apply their key skills. It covers Application of Number,
Communication, and ICT at levels 1 and 2. There is a useful section on
‘Safeguarding information’. http://www.keyskills4u.com

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U3 Risk assessment
Activity
This activity is designed to encourage the learning required for functional ICT
component ‘Use ICT systems’ Skill standard 2 – following safe practices.
Learners need to know the mechanics of how to work in a safe manner but they
also need to understand why this is important. Learners should be encouraged
to think outside the ‘IT room’ and to think about real life situations, for example
computers at home where people might spend hours on the internet without
breaks or work situations where someone is sitting at a supermarket checkout
for long periods of time. The activity can be adapted to suit any context with
which the learner is familiar.
• demonstrate the correct positioning of seating and lighting when using a
computer
• demonstrate the correct arrangement of hardware when using a
computer
• recognise potential health and safety hazards when using a computer
• explain the advantages of taking regular breaks.
Working in small groups or individually, learners should be asked to complete a
risk assessment of a room where IT equipment is used. They should be asked
to identify potential hazards and bad practices and record them on a form
provided. This should be similar to the example in Figure 4.
Figure 4
Risk assessment
Name…………………. Room Assessed………… …………..……………Date………………………

Risk Implications of not addressing this issue

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When learners have completed the risk assessment, there should be a group
discussion about the implications of not addressing the issues raised. The main
risks to consider are:
• incorrect seating: leading to back and neck pain, stress headaches
• inadequate lighting: leading to eye strain, visual fatigue, blurred or
double vision
• poor arrangement of hardware: leading to RSI, tenosynovitis, carpal
tunnel syndrome, poor posture, uneven muscle development
• food and drink near IT equipment: leading to damaged equipment, risk
of electrocution
• trailing wires and cables: leading to accidents
• overloaded plugs: leading to accidents, risk of fire.
The discussion should also touch on the importance of taking regular breaks.
Extension
• asking learners to identify pertinent points of health and safety law in
employment. This could be achieved by asking them to use the internet
to search for the main regulations covering the use of computer
equipment. Alternatively, the tutor could research this subject and
produce a handout (see below for a list of useful sources).
• asking learners to resolve issues by repositioning equipment to meet
health and safety requirements.
Rationale
Using an IT room that the learners already use will act as a motivational driver
to help them engage with the lesson. Learners are more likely to want to
rearrange a workspace that will benefit them. Many learners will already
understand the importance of maintaining good health and safety practices but
may not be familiar with the implications of not adhering to them.
Handouts of activities will help to reinforce learning and, when completed, can
be kept in files to be used as portfolio evidence.
Preparation
You will need:
• to familiarise yourself with health and safety law
• to complete a risk assessment of the room being used and, if necessary,
introduce hazards from the list above. However, be very careful not to
expose learners to risk.

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• access to the internet
• a handout listing the main points of health and safety law (See Figure 5)
• a handout listing health and safety best practices (See Figure 6).
Resources
• From the BBC:
http://www.bbc.co.uk/schools/gcsebitesize/ict/implications/3healthandsaf
etyrev1.shtml
• Health and Safety (Display Screen Equipment) Regulations 1992
• Management of Health and Safety at Work Regulations 1992
• Provision and Use of Work Equipment Regulations 1992
• Workplace (Health, Safety and Welfare) Regulations 1992
Figure 5 Figure 6
Health and Safety Law Health and safety best practices

The law says that employers must: Food and drink must not be placed on or near
Pay for eyesight tests by a qualified optician computer equipment.
Provide foot support where required Cables and wires should not trail across walkways or
desks.
Provide adjustable chairs
Electrical sockets should not be overloaded.
Ensure there is adequate lighting
Seating should be positioned so that feet can be
Ensure there is adequate heating and ventilation placed flat on the floor or on a foot support.
Ensure that workstations are not cramped Seating should be positioned so that the lower back is
supported.
Provide anti-glare filters
Ensure employees take frequent breaks
Provide screens that can be tilted.
Please note that these regulations do not apply to
schools or colleges so make sure you take
responsibility for your own health and safety. Screen should be tilted to a position that avoids
awkward movements. This usually means having your
eyes level with the top of the screen.
Wrists should be supported by wrist rests.
Position the keyboard and mouse so that elbows are
slightly bent.
Screen filters can be fitted to reduce glare.

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U4 Password detectives
Activity
This activity addresses functional ICT component ‘Use ICT systems’ Skill
standard 2 – following safe practices.
While the activity focuses on passwords it could be adapted to include PINs
(personal identification numbers) that could be guessed easily (eg birth dates,
Christmas Day). While learners know they have to use passwords to get in to
their centre’s ICT system they may not understand the need for these. They
should be encouraged to think about, for example, the contacts list on their
mobile phone – what would happen if they did not use a PIN to protect these?
The use of PINs with bank cards could be raised, or the whole issue of identity
fraud.
• recognise that information, particularly computer records, should be kept
secure
• explain the best way to format a password
• identify ways of safeguarding information.
Learners should take part in a group discussion. They should consider:

• what type of information is kept on a computer
• what type of information is sensitive and should be kept secure
• what could happen if someone gained unauthorised access to their
computer?
Next, ask learners to write down a new password on a piece of paper. They
should not use an existing password. When they have done this, they should
fold the paper over and write their name on the back. Collect in the passwords
for safekeeping.
Divide the learners into groups of two or three and explain that they have five
minutes to find out as much as possible about each other. For example, date of
birth, parents’ names, boyfriend/girlfriend’s name, pet’s name, sisters, brothers,
favourite sports teams, favourite musicians etc.
After five minutes, ask the learners to make three suggestions for what they
think their partner’s password may be. Give each learner his or her original
password back. Learners should check their password to see if it has been
guessed.
Gather the learners together and explain that many people base their password
on family and friends’ names, pets’ names and personal dates such as
birthdays because they are easy to remember. However, this information is
often given in general conversation and can therefore be easily guessed.

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Learners should also consider:

• How easy was it to guess the password?
• What made it easy to guess? Was it a name, or a sequence of numbers,
eg telephone number or date of birth?
• What makes a password difficult to guess? For example, a mixture of
uppercase and lowercase letters and numbers?
• What formats should be avoided? For example, replacing letters for
similar looking numbers – zero and ‘O’.
• How often should a password be changed?
• Should a password be written down?
• What should you do if your password is stolen?
Extension
• learners researching what other factors could threaten personal
information or computer records, eg computer viruses, disclosing
personal information over the internet, and the importance of taking care
of paper documents, and respecting others’ rights to confidentiality
• learners creating a poster or information leaflet about keeping
information secure. Topics could include their findings from their online
research.
Rationale
Many learners think that passwords are created only to help them access online
services such as email or online messaging. They are often not aware of the
implications of disclosing this information. Through the question and answer
session, learners will identify that accessing someone else’s information without
permission is similar to picking up and reading a personal diary. During this
session, they should also be made aware that accessing other people’s
information without permission is illegal.
Learners are often unaware of how vulnerable their online information is and
how easily it can be accessed. They often use passwords that are related to
their everyday life such as family, friends’ or pets’ names. Helping learners to
recognise how easy it is to guess passwords will give them the incentive to
create strong passwords, guard their information more carefully and recognise
the need for online security. Discussing solutions to online security will give
them the confidence and knowledge to put safety strategies in place. This
activity uses memory skills, teamwork, and problem solving. It therefore works
well with all learning styles and introduces an element of cooperation and
discussion into the ICT classroom.

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Preparation
You will need:
• small pieces of paper for learners to write their passwords on
• an information sheet explaining how to keep information secure. It should
give examples of strong passwords and passwords that could be easily
guessed. In order to reinforce learning include example passwords and
ask the learner to identify whether the password is secure. See Figure 7
for an example.
Figure 7
Keeping information secure

A good way of keeping information secure on your computer is to use a password.
A password that is easy to guess is a security risk.
You can make a password difficult to guess by using a mixture of upper- and
lowercase letters, numbers and special case characters. Remember, hackers have
tools that can check all possible letter combinations, so only using a mixture of
letters is not enough.
Examples of weak passwords
sarah, sonia123, fido, password, 562134, 21/01/64
Examples of strong passwords
s@2a>jaP1, P&s5xorD, M>a<ROOn, I_L0vE_w0r£, 22*>thAnU
If you think that someone has guessed your password, change it immediately and
inform your tutor or a technician. Remember, a password should be changed every
90 days or more often.
Activity
Do you think these passwords are weak or strong? Tick the box you think is correct.
Strong Weak
1. LiMP1Ts% [ ] [ ]
2. S(1>tev!n) [ ] [ ]
3. Hello123 [ ] [ ]
4. Sandy [ ] [ ]
5. HeiiL0!!! [ ] [ ]

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Resources
• Key Skills Trainer. An online resource designed to help learners check,
Communication and ICT at levels 1 and 2. There are sections on
‘Safeguarding information’ and ‘Understanding viruses’. It would be a
good research tool for learners. Available from www.keyskills4u.com
• Microsoft: Protect yourself information page. This would be a good
research tool for learners to visit. Available as a web page on
• ICT security home: A web page of links about different aspects of IT
security. Available from: http://www.itsecurity.com/
• How Stuff Works: An introduction to how computer viruses work.
Available from: http://www.howstuffworks.com/virus.htm
events, resources and examples of e-learning. It can be accessed on:
• BBC bitesize: A revision resource for GCSE, including a section on data
communications. Available from:
http://www.bbc.co.uk/schools/gcsebitesize/

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U5 How may I help you?

Activity
While all learners need to be aware of problems that might arise when using
ICT systems it is only at Level 2 that the functional skills standards explicitly
state that learners should be able to identify ICT problems and take appropriate
action (functional ICT component ‘Use ICT systems’ Skill standard 2, coverage
2.5).
• recognise potential ICT issues
• explain the appropriate action to take
• describe what information is required when reporting a fault.
Learners should be divided into groups and asked to brainstorm computer
hardware and software problems and record their ideas. They should be given a
set time to do this. Bring the groups back together to discuss their ideas and
capture these on a whiteboard. For each issue, the group should be asked to
discuss what appropriate action to take. The following are examples.
• Error messages: appropriate action would include: read the message
carefully, print screen, respond appropriately to given options, report fault
to the tutor or systems administrator.
• Software freeze: appropriate action would include: note what you were
doing leading up to the freeze and any error messages that appear, soft
boot the PC if possible, report fault to the tutor or systems administrator.
• Viruses: appropriate action would include: immediately stop what you
are doing and report to the tutor or systems administrator, make a note of
what you were doing leading up to the virus activating and any error
messages that appear, do not use the PC until the virus has been
removed, do not try to remove the virus yourself.
• Printer paper jam: appropriate action would include: identify where the
jam is located, turn the printer off at the mains, open printer and gently
remove the paper causing the jam, close printer and turn back on, reset if
required. All printers are different so, if you are unsure, use the manual
or ask the person responsible for the printer. Do not try to remove the
paper by force.
• Mouse stops working: appropriate action would include: check that it is
securely plugged in to the back of the PC. If it is still not working, use the
keyboard to shut down and re-boot. If the mouse is wireless, replace the
batteries. If nothing works, ask for a replacement.
• Keyboard stops working: appropriate action would include: identify if it
is just some of the keys or all of them. If it is just some of the keys, turn
the keyboard upside down and gently shake to remove any foreign
objects. If it is all the keys, check that it is securely plugged in to the back

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of the PC. If it still is not working, shut down and re-boot. If the keyboard
is wireless, replace the batteries. If nothing works, ask for a replacement.
The points listed above are examples and are not exhaustive. Always make
sure that the correct processes have been identified and any other relevant
issues have been added.
In order to reinforce learning, it is advisable to produce a handout that includes
the main points identified by the group.
Extension
Extensions of this activity could be as follows.
• Dividing the learners into teams and distributing a question sheet to each
team. See Figure 8 for example questions. The teams then take it in
turns to ask questions. Two points are awarded for a correct answer. If a
question is answered incorrectly, it is thrown open for anyone to answer.
One point is awarded for a correct answer. To make the quiz more
competitive, impose a time limit for each answer.
Figure 8
Q What is a virus?
A A harmful program that loads on to a computer and runs without your
knowledge.
Q Which keys can be used to print the screen?
A ‘Control’ and ‘P’.
Q What would happen if you pressed the keys ‘Control’, ‘Alt’ and ‘Delete’?
A It would prompt Task Manager to appear.
Q What does Task Manager allow you to do?
A Close down a non-responsive application.
Q Which application would most likely produce the error message ‘Server
not found’?
A An internet browser.
Q Which keys would you use to control Windows menus if the mouse is
not working?
A ‘Alt’ to control, ‘Cursor’ keys to move, ‘Space’ key to open menus.
An extra point could be given for ‘underlined letters of menu items’,
eg ‘F’ for file, ‘H’ for help.
Q What should you do if you suspect your PC has a virus?
A Stop what you are doing and immediately contact the systems
administrator.

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• Role-playing to help the learner understand what information a systems

administrator may need in the event of a problem. This can be done by
dividing the learners into teams of two. One learner will play the role of
the systems administrator; the other will play the role of a user with a
problem. Give each team time to come up with a problem scenario from
their own experience and to practise the role-play. After the allotted time,
bring the group back together, and ask each team to enact their
scenario. Stop at the end of each scenario, or once they have all
finished, and discuss the positive and negative aspects of the role-plays.
This discussion should answer the following questions.
Was the user asked how the problem was identified, eg error
message, screen freezing?
If an error message appeared, did the user make a note of exactly
what it said?
Did the systems administrator ask what the user was trying to do
directly before the problem occurred?
Did the user explain this successfully?
Did the systems administrator ask what the user had done to
resolve the problem themselves?
Did the user explain this successfully?
Overall, did the user explain the problem successfully?
Did the systems administrator understand the problem?
Was the systems administrator able to resolve the problem
successfully?
• An alternative would be for the tutor to produce the problem scenarios.
This exercise could be given as homework. The scenarios can then be
role-played at the next session.
Rationale
Using a system that the learners already use will act as a motivational driver to
help them engage with the lesson. Learners are more likely to want to
contribute if the content is of direct benefit to them. Many learners will already
have had experience of ICT problems but may not be familiar with how to
resolve them.
Using handouts will help to reinforce learning.
Preparation
You will need:
• to familiarise yourself with the fault process
• to add any relevant issues to the list of potential problems
• a whiteboard or flipchart paper to capture responses.

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• question sheets, with separate answers
• a watch with a second hand to time the quiz answers
• a selection of problem scenarios (if required).
Resources
• http://www.icthubknowledgebase.org.uk/communicatingproblems
• http://www.dummies.com/WileyCDA/DummiesArticle/id-1642.html
• http://www.pcworld.com/article/id,108734-page,1/article.html

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3.2 Find and select information

When working with ICT to achieve a defined outcome the quality of that
outcome is significantly influenced by the information used. Learners are often
so keen to ‘get on with the job’ that they rush the process of finding appropriate
sources and consequently select inappropriate or incomplete information.
If learners are to achieve a consistent quality of output, they need to be
selective about the information they use. However, many learners think that,
simply because they ‘know how to use the internet’, they can get hold of any
type of information they wish. If only it were that easy…
The functional ICT standards remind us that it is important to be able to select
and use information from both ICT-based and non-ICT-based sources. How we
find and select information is integral to the achievement of quality outcomes.
The higher levels of the functional ICT standards place increasing demands on
a learner’s research and information-handling skills. For example, at Entry 1,
learners may be stretched to obtain up-to-date scores using an interactive TV,
while at Level 1 learners need to be able to:
• select and use appropriate sources of ICT-based and other forms of
information
• recognise copyright constraints on the use of information
• access, navigate and search internet sources of information purposefully
and effectively
• use appropriate search techniques to locate and select relevant
information
• use information from a variety of sources and evaluate its match to
requirements and fitness for purpose.
When dealing with this component, it is important to take into consideration the
vast range of written and visual information available to learners (eg
newspapers, books, images, maps, CDs, DVDs, video recordings, text
messages, podcasts, websites) as well as aural sources (eg conversations,
phone messages, radio broadcasts).
It is also important to find a balance between the sources that are readily
available using an institution’s own facilities (eg a school or college network)
and those that learners have access to outside the institution. This includes
access to home computers, cyber cafés and 3G mobile phones and frequent
use of products such as messaging, I-Tunes, YouTube, blogs and podcasts.
Unfortunately, a combination of expediency, security and regulation means that
many of the sources available to learners at home are not normally available
within learning institutions. However, the standards clearly indicate that, if
learners are to achieve true functionality in ICT, it is essential that the wider
world of data sources be addressed through planned programmes of study.

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The activities in this section are designed to provide learners with opportunities
to address some of the issues identified in the ‘Find and select information’
component of the functional skills standards. As in the ‘Use ICT systems’
section of this resource, each activity, in addition to addressing specific aspects
of the standards, also provides an opportunity to explore a wider range of
issues. For example, activity F3 ‘Key words’ is primarily designed to encourage
learners to build effective search skills in order to be able to find particular types
of source material. However, it also provides an opportunity to raise questions
such as the following.
• What do we mean by ‘clipart’?
• Are there words or phrases that are unlikely to be used to classify items
(eg not sport, pretty pictures, hairless)?
• Who owns information on the internet?
• Is there a maximum and/or minimum number of key words for any one
item of information?
• What is meant by ‘search criteria’?
• What are logical and relational operators?
While opportunities to address these issues arise directly from this activity, it is
clearly up to the practitioner whether or not it is appropriate to raise these
issues using this particular activity, or whether they should be addressed
through a different activity. Likewise, when customising an activity to suit their
own learners’ needs, practitioners may well build in opportunities to raise an
even wider range of issues (eg what constitutes a ‘database’, how different
types of data are classified/organised, if any sources of information are
automatically copyright-free, how to deal with copyright issues, what constitutes
‘intellectual property’, what is meant by the term ‘plagiarism’?).

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F1 Cultural diversity – are we really so different?

Activity
functional ICT component ‘Find and select information’, Skill standard 3. The
activity will enable learners to apply their skills in searching for, selecting and
evaluating information.
This activity would be suitable for learners operating at Level 1 and 2. It is linked
to the Key Stage 4 PSHE curriculum. As with all the activities in this publication
the idea is to offer ideas; practitioners should adapt the activity to suit their
learners. It may be appropriate to adapt the subject matter for a particular
curriculum area.
Before embarking on this activity learners should be familiar with:
• effective search techniques using ICT and non-ICT based sources of
information
• evaluating the information they find for reliability, validity and bias
• presenting their findings using presentation software.
Learners should be asked to use ICT and non-ICT sources to gather, collate
and present information on the topic. They should work in small groups with
each group being given a particular stance to support (eg ‘there are significant
differences between cultural communities in Britain’ or ‘the differences between
cultural communities in Britain are minor’).
• Each group should start by developing a plan for how they are going to
tackle the task and assigning roles to each group member.
• They should collect data using systematic searches of information
sources (not necessarily limiting their search to the internet). Learners
need to make judgements about the sources they select and consider
issues of reliability, validity and bias when choosing information to
support their stance.
• Learners should keep a log of their searches and records of any sources
they use so that they can reference these in their presentations.
• Groups should regularly evaluate their progress, modify the direction of
their work (if necessary) and review the information they have gathered
in order to develop their presentation.
• Each group should plan and prepare a presentation to show their
findings to the others. As a minimum, presentations should include text
and images and all sources of information should be acknowledged.
• Learners should be encouraged to self-assess the effectiveness of their
presentation, its delivery, and their use of ICT tools and facilities both
during research and when developing and giving the presentation. They
should also receive feedback from the other groups.

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Rationale
This activity brings together the skills of carrying out effective searches and
critically evaluating information by applying them to a real research task.
Learners will need to do this type of task frequently in order to secure their skills
and ensure the transferability that is required to achieve functionality.
Learners need to understand that:
• they are learning skills that they will use and apply in a variety of contexts
• these skills are usually used in combination
• they need to learn to select the skills they need for a particular task.
Preparation
Depending on the previous knowledge and experience of learners you may
need to review and revise:
• the skills of refining searches in order to find the information they seek
• how to critically evaluate sources of information
• action planning
• developing a presentation
• delivering a presentation.
Some learners may need support at the planning stage to devise realistic
targets and at the review stage to check that they are on track. Some learners
may not yet be ready to work independently and will need a structured
framework that outlines the steps they need to take to carry out the research
project and, perhaps, some initial sources of information.
You will also need to organise an appropriate timetable for the delivery of the
presentations.
Other applications
Research and presentation tasks such as this are common to all curricula. All
teachers should be aware of the skills developed and applied in ICT and draw
on them explicitly in order to ensure transferability. Learners should be given
frequent opportunities to practise transferring their skills to real tasks and
contexts in the wider curriculum.
Resources
• There is a useful guide to managing a project on the BBC bitesize
website:
http://www.bbc.co.uk/schools/gcsebitesize/dida/managing_projects/

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F2 Internet treasure hunt

This activity is based on an activity in the ‘Exploring e-learning’ programme
resources developed by the Learning and Skills Network (LSN).
Activity
functional ICT component ‘Find and select information’, Skill standard 4.
It will enable learners to:
• apply their understanding of key words
• define effective search criteria in order to find specific items of
information.
Learners should be familiar with web browsers and search engines before
embarking on this activity. They should have done some preparatory work on
the use of key words to formulate search criteria and preferably have some
knowledge of multiple search criteria and operators to refine searches.
Learners should be asked to work in pairs and given a limited amount of time
(eg 10 minutes) in which to use the internet to find the answers to three factual
questions such as those in Figure 9. The length of time available can be
modified to accommodate the ability of the group, and the degree of
competitiveness. A shorter period of time (eg five or six minutes) encourages
focused activity. However, whatever time is allocated for the task, the questions
must be motivating and match the interests of the learners.
Figure 9
1. Who holds the record for scoring the most goals in a World Cup
football match? (Bonus for the year)
2. Who were the first presenters of the TV programme ‘Blue Peter’?
3. How heavy is the brain of an average 12-year-old boy?
While one person searches, the other should record how the search was
conducted.
At the end of the ‘hunt’ each pair should present their answers. Different
pairs/groups may come up with different answers, so there may well be
disagreements. The main feedback, however, should focus on how the
searches were carried out (for example, which search engines were used,
which key words and search criteria, any changes/refinements made to the
search).
The key message for learners is that there may be a range of different ways of
locating the appropriate information, but strategies that use key words, multiple

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search criteria and operators to refine the search are likely to be more effective
and efficient. To reinforce this learning, run through the activity again with
different questions. If appropriate, you could offer a small prize for the first pair
to get the correct answers.
Rationale
This activity encourages learners to apply skills in using key words and multiple
search criteria in order to find and identify specific items of information. Many
learners tend to rely on vague search terms and then browse the resulting ‘hits’
hoping to find appropriate information. The activity makes learners focus on
pinpointing information as efficiently and effectively as possible.
As the activity is relatively competitive, learners have the incentive to narrow
down their search by focusing on key words and, perhaps, making use of
multiple search criteria, quotation marks, relational operators etc.
Preparation
You will need to do some preliminary research to devise questions, find the
correct answers and be aware of the more and less effective search strategies
that learners may use.
You may wish to provide a task sheet for each pair of learners showing the
questions and with columns to record the answers and the key words or search
criteria they use.
Extension
This type of activity should be repeated frequently.
Learners can be asked to come up with their own sets of questions, requiring
them to use their skills to research challenging items of information. Each pair
could take it in turns to set the rest of the group an ‘Internet Treasure Hunt’
challenge.
Other applications
This activity can be adapted for use across the curriculum and can support
more focused research on a range of topics.

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F3 Key words
This activity is based on an activity in the Continuing Professional Development
programme delivered by the Functional Skills Support Programme in 2007.
Activity
functional ICT component ‘Find and select information’, Skill standard 4.
The activity will enable learners to:
• understand the concept of ‘key words’
• build effective search skills.
Before embarking on this activity, learners will need to be reasonably familiar
with online clipart collections, web browsers and search engines.
• Ask learners to work in pairs. Give each pair a set of images cut up into
individual cards such as the ones in Figure 10.
Figure 10
• Ask each pair of learners to sort the images into two sets. Allow a few
minutes then ask learners to justify their responses with reference to the
images.
• Ask learners to write down on the back of each image which set the
image belongs to. For example, men/women, sport/work, line
drawing/photograph etc.

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• Next, ask learners to sort the images into different sets. Again they
should be able to justify their responses and write down on the back of
the image the set to which they belong.
• Ask learners to consider why each image has two ‘key words’ associated
with it. The message is that an image can belong to many different sets
and may have many key words associated with it but, for a user to find
the right image, they have to select the right key word.
• Ask learners to use key words to find clipart in a word-processing
package, or an internet search, or to look at the source of a web page to
identify the ‘key words’ tag.
During the activity take feedback and use questions to ensure that learners
justify their responses with reference to the images.
Draw the activity to a close by summarising the use of key words in searching
the internet. Make the following points.
• Understanding of key words is vital to searching effectively
• The user has to interpret the information they are looking for in ‘key
words’
• To be successful requires an understanding of the way the key words
have been applied.
Extension
This activity could be extended by asking learners to write on the back of each
card any other key words they would associate with the image. With the cards
placed face down, test the key words with questions such as:
‘Select an image I could use to illustrate a written article. The key word I am
using is….’ Depending on the images you are using, refer to keywords such as:
• Hallowe’en
• construction
• golf
• IT industry
• medicine
• teamwork.
The activity can be extended even further by using the questions to introduce
the concept of searching using multiple keywords (ie use AND and OR). For
example, search for images using the keywords ‘women’ and ‘medicine’, or
‘sport’ and ‘teamwork’. If possible, select some key words that you know have
not been used earlier, such as ‘holiday’. After each question, select a learner to
explain the key words associated with the image. Reject, with reasons, any
images that do not match the key words. You could ask learners to select key
words of their own.

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Rationale
An understanding of key words is essential before a learner can use search
criteria, search within results, and use relational operators.
Most search facilities use the principle of key words but learners seldom have
the time to understand what key words are and how they work. Many modern
search engines will return acceptable results using whole sentences and many
learners do not progress beyond this stage. However, the functional skills
standards emphasise ‘appropriate search techniques’ and learners often have
difficulty in finding suitable information because they lack the fundamental
concept of key words.
This activity helps to build skills and understanding in using key words. Activity
F2, ‘Internet treasure hunt’ provides a fun way of applying these skills in
context.
Preparation
You will need enough sets of images, similar to Figure 10, cut up into individual
cards.
It will be useful to have a flipchart or whiteboard available to record the key
points from the discussion.
Other applications
Key words are an example of classifying, and classification occurs throughout
the functional skills standards (as well as throughout GCSEs and other
qualifications). The concept of classification can be extended to such areas as
database field headings, data collection forms, questionnaires, photo albums
and collections of MP3 music tracks, and as an introduction to tagging websites.
This activity can be adapted for use across the curriculum and can support
more focused research on a wide range of topics.

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3.3 Develop, present and communicate

information
There are three themes in this component. Learners must know how to:
• enter and, from Entry 3 onwards, develop information (Skill standard 5)
• present information in a way that is fit for purpose, including (for levels 1
and 2) audience (Skill standard 6)
• use ICT-based communication (Skill standard 7).
The functional skills standards do not specify the type of ICT application to be
used; they specify only that ‘appropriate’ applications are used. The differences
between applications are disappearing and new applications are emerging all
the time. Using ICT in a functional way means that the learner must concentrate
on the type of information to be developed and the audience for whom that
information is intended, rather than on a particular application. This is a crucial
test of whether learners can use ICT in a functional way.
At Entry 1 learners need to show only that they can enter single items of
information and make sure that it is accurate so that the audience for that
information (eg a banking system, a travel ticketing system) can use it correctly.
At Entry 3 learners must show that they can handle information in the form of
text, images and numbers. Traditionally it would be assumed that numbers can
only be processed in a spreadsheet but there are now other applications that
allow numbers to be entered in a table and a menu selection allows for the
generation of a total for those numbers.
At the higher levels learners must be able to enter, combine, organise, develop,
refine, format and present information in the form of text, tables, images,
numbers, charts and records to meet needs, using appropriate software
applications. At Level 1, for example, learners need to be able to:
• 5a enter, develop and format information to suit its meaning and
purpose (using text and tables, images, numbers, graphs and records)
• 5b bring together information to suit content and purpose
• 6a present information in ways that are fit for purpose and audience
• 6b evaluate the selection and use of ICT tools and facilities used to
present information
• 7 select and use ICT to communicate and exchange information safely,
independently, responsibly and effectively.
When working with this component it is important to take into account the wide
range of software applications available to learners. It is particularly important to
strike a balance between those applications that they are likely to encounter
during the programmes of study, those that they are likely to encounter in the
workplace, and those that they may have access to at home.

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In most educational institutions learners will have access to a core suite of

programmes and, while they are likely also to have access to a range of
additional software, this core will vary from institution to institution. In most
centres, learners will have access to web browsing, word-processing,
spreadsheet, database and presentation software. While in most cases this is
likely to be part of a proprietary package (for example Microsoft Office, Lotus
Suite) it is important to remember that, in order to achieve true functionality,
learners should be taught not just the mechanics of any one programme (ie the
buttons to press to do something) but should understand how they are
interacting with the ICT system to get something done. They should understand
that, faced with a different system and different software, they can transfer the
skills they have developed.
The activities in this section are designed primarily to provide learners with
opportunities to address some of the issues identified in the ‘Develop, present
and communicate information’ component of the functional skills standards.
However, each activity also provides an opportunity to explore a broader range
of issues. It is clearly up to the practitioner as to whether or not it is appropriate
to raise these issues using any particular activity, or whether they should be
addressed through different activities. Likewise, when customising an activity to
suit their own learners’ needs, practitioners may well build in opportunities to
raise an even wider range of issues.

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D1 Setting up a business
Activity
functional ICT component ‘Develop, present and communicate information’ Skill
standard 5.
The activity will help learners understand the need to think about the users (the
audience) of various documents. Given the nature of the documentation (text
and tables) and the context of the activity, it is most suitable for learners on
business-related programmes at Levels 1 and 2. While it is set in a large
commercial context, this activity could be adapted to reflect an area more
relevant to the learners, for example a family-owned travel company.
• recognise different styles of text and table layout and formatting
• create documentation to meet specific needs
• maximise clarity and enhance presentation of text and tables.
Divide learners into teams of between three and five members. Explain that the
aim of the activity is to set up a small company.
Each team should discuss and decide the type of business they are in. They
should nominate a team leader and identify relevant department roles for each
team member.
At their first meeting, they should:
• create a name and brand for the company
• identify the responsibilities of each team member
• identify what product or service they are selling, including details of price
• identify how many staff they employ
• identify their target market.
Each team member should take minutes of the meeting. They should write a
short report describing the above points, with a bulleted list describing what
responsibility has been allocated to which team member.
To add an element of competition, each learner should design a business logo.
They should experiment with different styles of font, style and size. At the next
meeting, learners should decide which logo to adopt for their business.
At the second meeting, each team should brainstorm the type of documentation
each department in the company would require. For example:

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• Human resources: application form, overtime request, timesheet,

performance review.
• Marketing: survey questionnaire, analysis checklist, cost analysis.
• Accounts: accounts payable, expenses report, cash receipt, daily cash
report.
Daily Time Sheet

Name Department Location
Time record for: Shift Job Contract Other
Date Employee no. Soc. sec. no. Payroll classification File no.
Time Time Initials Total

Task description started stopped time
Total
Employee Department head
Supervisor Payroll department
Demonstrate to learners how they can find advice and information on the
internet. They should print out copies of example forms and make notes about
the different ways the documents are presented. Explain that all the information
in a company is seen by other people and therefore needs to be clear, logical
and well set out. Using formatting techniques such as bullets, numbering, sub-
numbering, alignment, tabs and line spacing makes a document look
professional and enhances its presentation as well as making it easier to read.
Using a projector or interactive whiteboard, show an example of a company
form (if you are using one from the internet, remove the company branding and
check the copyright licence). Demonstrate to learners how they can enhance
the presentation and professionalism of a document by adding shading and
borders and making the vertical and horizontal text alignment consistent.
Each team member should then produce the required company documentation
using:
• a clear, logical layout
• paragraphs where appropriate

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• tables where appropriate

• correct punctuation and grammar
• formal vocabulary to show professionalism
• techniques to enhance presentation.
Delivery dates should be agreed for each document. If possible, each document
should be distributed to other team members before the next meeting so they
can be reviewed. At subsequent meetings, the documentation produced should
be reviewed and feedback given until each document can be signed off.
The final meeting should be used to put together a presentation of all the
outputs from the project. Learners can use all available resources, eg handouts,
projector, whiteboard, ICT technology, digital cameras, digital recorders. The
teams should be reminded that equipment needs to be booked in advance; the
tutor must be informed, preferably in writing.
All meetings should produce well-formatted, logical minutes. There should be
an action list included in the minutes that allocates specific tasks to people. At
subsequent meetings, the list is updated to ensure tasks have been completed.
Members of the team should take turns to produce the minutes.
Once all teams have completed the assigned tasks, the groups should be
brought together to see the presentations. A group discussion should follow,
focusing on the documentation produced and considering:
• good and bad practices
• format styles
• fitness for purpose and audience
• errors.
As an additional incentive, learners could vote for their favourite document with
a small prize for the winning team or individual.
Note This activity is a mini-project so would need to be delivered over a number
of sessions. Some of the work may be allocated as homework. As such, a
handout should be produced detailing the main tasks involved so that team
members can refer to it at a later date, if required. Regular monitoring will also
be needed.
An alternative activity for learners at Level 1 would be to complete this project
as a group with the tutor taking the role of team leader. Each individual would
be required to produce one text document and one document formatted as a
table.
Rationale
This activity is designed to allow learners to think about formatting text and
tables in a simulated ‘real world’ situation. Encouraging learners to think about
the purpose of a document will build useful foundations for future work.
Because of the unusual approach, learners are more likely to remember the
techniques used and apply them in different contexts. Working in teams

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introduces an element of healthy competition and will motivate the learners to

improve and extend their skills.
Preparation
You will need to:
• research the different business areas in a small company
• research what type of documentation each department would require
• produce a handout containing the main tasks
• arrange for learners to have access to the internet
• arrange to have facilities and resources available as required for the
presentations.
Resources
• http://www.entrepreneur.com/formnet/index.html
• http://www.businesslink.gov.uk/bdotg/action/home?r.s=m

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D2 Text and image snap

Activity
standard 5.
• recognise why images are used in documents
• understand the phrase ‘fit for purpose’.
Learners should take part in a group discussion about why images are used in
different documents, for example to instruct, inform, add interest, add impact.
Examples that could be shown are: how to lift up a heavy object correctly, a
‘before’ and ‘after’ poster, or a ‘no smoking’ notice.
Learners should then be given an activity sheet that includes an array of images
and of documents that serve different purposes, such as an advertisement, a
notice, an information leaflet, a report, a list of instructions or a web page. See
Figure 11 for an example. They should match each document to the most
appropriate image by drawing a line between them. This could be done on
paper or using word processing software. Learners should also make a note of
the purpose of the image.
Once the task has been completed, a question-and-answer session should
follow to check the answers and reinforce learning.
Extension
Depending on the level of learners this activity can be extended as follows.
• Learners can identify in a given document where they think an image
should be placed to achieve its purpose. For example, in a DIY leaflet an
instructional diagram or photograph would be most useful next to or just
above a set of instructions.
• Learners can open a pre-prepared document such as an information
leaflet and insert the most appropriate graphics from an image library or
the internet. The image should be correctly positioned so that the
document is fit for purpose. For example, in a leaflet about the dangers
of smoking, appropriately positioned images could add a powerful impact
to the text.

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Figure 11
Inserting images fit for purpose

Draw a line from each document to the most appropriate image. Write down the image purpose in the answer box.
Polite Notice Holiday in Global Warming Welcome to my House for Sale Fixing shelves
France Report site!
Please note that due to Beautiful thatched 1. Position the shelf in
Why not visit France cottage in an idyllic the correct place.
the new ban on This report is based on Hi, my name’s Ellie. I’m
this year? Imagine: total village in Somerset.
smoking in public the effects of global 14 years old and go to
relaxation, wandering 2. Check for any electric
places, this restaurant warming in the 20th school in Bingley. I love
around quaint villages Lavender Cottage is set cables or pipes running
will be a no-smoking century. With the all kinds of music and
with the smell of wild in stunning gardens behind the wall.
establishment from 26 present changes in dancing and I’m in the
flowers in the air. amongst established
March 2006. climate, severe weather drama group at school. 3. To fix the shelves to
Try the local cuisine or changes are predicted. shrubbery and lavender
sip wine in the 18th the wall you will need
bushes. four size 3 screws.
century vineyard.
Rationale
Many learners do not consider the appropriateness of an image when inserting
it into a document. They often struggle with what is meant by the term ‘fit for
purpose’. This activity will help learners understand that, for an image to add
value, it must create interest, instruct, inform or add impact to the text.
This activity requires problem solving, teamwork, speaking and listening skills
and practical application. It is therefore suitable for the majority of learning
styles.
Preparation
You will need:
• a library of images that are copyright-free
• a variety of types of document, such as an advertisement, a notice, an
information leaflet, a report, a list of instructions, a web page
• word-processing software
• an information sheet explaining how to insert and position images
• a pre-prepared text document, for example a ‘stop smoking’ leaflet
Start by creating a number of different types of documents such as an
advertisement (see Figure 12 for an example), a notice, an information leaflet, a

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report, a list of instructions or a web page. They only need to be short but each
one should have a different purpose.
Position the documents along the top of the page and the matching images at
the bottom, in random order. Draw a text box underneath each image.
Your finished worksheet should look similar to Figure 11.
Print out hard copies of the activity sheet, or save the files in a shared area as a
read-only file.
If you have learners who are inserting and positioning images in a pre-prepared
document, you will need to produce guidance notes about positioning
techniques such as copy and paste, drag and drop, and horizontal alignment.
Figure 12
House for Sale
Beautiful thatched cottage

in an idyllic location in
Somerset.
Lavender Cottage is set

in stunning gardens
amongst established
shrubbery and lavender
bushes.
Opportunities for integration

Learners could set up their own ‘business’, using an approach that would
provide opportunities for all three functional skills. ICT and English could
provide the promotional literature. Mathematics could provide the market
research.
Resources
Communication and ICT at levels 1 and 2. Available from:
www.Keyskills4u.com
• LSN e-learning and technology. This site allows you to search for events,
resources and examples of e-learning.
http://www.learningtechnologies.ac.uk

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• LSN Skills for Life training materials. How to guides: Create and insert a
sound file, Insert digital images into Microsoft Word, Drag and drop with
images, Adding video to Microsoft PowerPoint presentations. Available to
download from: http://www.lsneducation.org.uk/skillsforlife/materials/

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D3 The formula for success

This activity is based on an idea in a sample lesson on the Teachers’ TV
website: KS3/4 ICT spreadsheets. http://www.teachers.tv/video/3418
standard 5.
Entry 3 learners must be able to enter and process numbers to meet needs
(5.4). While this could be done in a number of applications, it might be useful,
though it is not required, to introduce spreadsheets to learners at this level.
Level 2 learners must be able to enter, develop and organise numerical
information that is fit for purpose (5.6) and to format numerical information
appropriately (5.7). The level of complexity of the task and the level of technical
demand are the main differences between Level 1 and Level 2.
Activity
This activity will enable learners to understand how to construct formulas and
use them in calculations.
Before embarking on this activity, learners should have been introduced to
formulas and the use of functions in spreadsheets.
Show learners a spreadsheet containing a fairly large set of data, ie at least 30
items. Explain that their task is to devise a formula to calculate the total of one
of the columns.
Give a small group of learners a set of large cards (similar to the ones in Figure
13) each of which has an element of the required formula printed on it.
Figure 13
= ) ( B30 B3 SUM
Ask the learners each to hold up one card and to line up in the order that will
display the correct formula to the whole group. Other members of the group can
advise, if necessary.
Pin the cards up on the wall to act as a visual reminder while learners enter the
correct formula into their own copy of the spreadsheet and check the result.
Extension
For Level 1 learners this activity could be extended to introduce other functions
such as MAX and MIN. For Level 2 learners, functions such as AVERAGE,
MEDIAN, MEAN could be included, plus some functions that are not in fact
needed for this particular formula.

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You could ask learners to devise their own formulas for others in the group to
sort. In this case, you will need to provide some blank pieces of card and
marker pens.
You could ask learners to carry out the given calculations using a calculator –
leading to a discussion of the benefits of using a spreadsheet with a large data
set.
This type of kinaesthetic sorting activity can be used to support learners’
understanding of a range of processes that require elements to be arranged in
an accurate order.
Rationale
This activity provides an engaging and active way to build a formula. When
presented with large sets of data, many learners – especially those who do not
have a good grasp of number – just see rows of figures that they do not
understand. A kinaesthetic activity such as this one, coupled with a visual
reminder, gives learners confidence as they start to understand the syntax of
formulas.
Preparation
You should prepare a spreadsheet containing a fairly large set of data, eg with
at least 30 items, suitable for using with a range of calculations. You will also
need some sheets of card with elements of some appropriate formulas for use
in the sorting activity.
Resources
This activity is based on an idea in a sample lesson on the Teachers’ TV
website: KS3/4 ICT Spreadsheets http://www.teachers.tv/video/3418. The
website also includes sample spreadsheets and a lesson plan. There is also a
useful spreadsheet containing data about mobile phones available for
download.

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D4 League table
This activity is based on a Key Stage 3 National Strategy teaching unit for ICT
(7.4 Lesson 2).
Activity
standard 5.
The activity would be suitable to develop Level 2 skills in using multiple
operators in formulas and absolute cell referencing. Simpler spreadsheets could
be used for learners at the lower levels.
• use spreadsheet software to investigate and amend a simple model
• practise entering, formatting and labelling data appropriately
• enter rules or formulas that test whether the simple model operates
satisfactorily.
Before embarking on this activity, learners will need to know how to enter
simple formulas into a spreadsheet, how to sort data in a spreadsheet, and
some simple formatting techniques
Figure 14
A B C D E F G H
1 win : 3
2 draw : 2
3 lose : 0
4 Team Name Won Lost Drawn Played Points
5 Arsenal 2 6 5
6 Blackburn Rovers 1 6 6
7 Chelsea 8 0 3
8 Everton 2 7 4
9 Liverpool 5 2 5
10 Manchester United 3 5 6
11 Middlesbrough 0 9 3
12 Newcastle United 5 3 2
13 Sunderland 6 1 4
Ask learners to work in pairs and to open a pre-prepared spreadsheet

containing a football league table such as the one in Figure 14.
Ask learners how they could use the spreadsheet to calculate the total number
of games played and the total number of points gained, with three points for a

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win and one for a draw. Learners need to understand that they should take
particular care with the position of the ‘multiply’ operator. When they have
reached agreement, they should enter formulas and replicate them into the
appropriate cells.
Next, show learners the results in Figure 15 and ask them to add them to their
spreadsheets.
Figure 15
Matches this week finished with these results

Liverpool 2 Blackburn Rovers 1
Arsenal 0 Chelsea 0
Sunderland 3 Newcastle United 4
Manchester United 1 Everton 1
Middlesbrough didn’t play this week
Tell learners that the spreadsheet is to be printed in a local newspaper and

should be organised and formatted to suit this purpose. Then ask learners to
evaluate the way they have organised and formatted the information: for
example, have they sorted the data in any particular order, have they used a
bold font or text alignment for a purpose?
Next, ask learners some ‘What if …?’ questions to predict what might happen in
the future, for example:
• The next three results for Newcastle United are a win, a defeat and a
draw. How many points does Newcastle United have now?
• Liverpool lose all the rest of their games. How many games would
Middlesbrough have to win to have more points than Liverpool?
• The number of points for a draw is changed to two. Which team now has
the most points?
You will need to remind learners to reset values after each question by
reloading the original file or using the ‘undo’ function.
Finally, learners should be asked to develop some questions of their own and
ask a partner to answer it using the spreadsheet.
Extension
Following this activity, you could ask learners to apply their skills to another
investigative project on a topic such as climate change or healthy eating, where
they find data themselves, and set up and interrogate the model.

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Rationale
This activity provides a motivating context for introducing how a spreadsheet
can be used as a modelling tool to simulate different possibilities or ‘what if’
questions, rather than being merely an ‘electronic calculator’. It helps learners to
understand that, once a model has been set up, it is possible to input different
data and see how this affects the outcome or output. If appropriate to the group,
explain how such modelling is an essential activity in businesses when costing
and pricing projects.
This can lead to a discussion about other ways in which we can model events
that would be difficult or costly to try out in reality, for example, testing orbital
paths of rockets, testing how different designs or models of car behave in
serious accidents, predicting the weather or climate change.
Preparation
Prepare a spreadsheet with a league table similar to the one shown. You may
wish to choose local teams or another sport to match the interests of your
learners.
In addition, prepare a question sheet that asks questions similar to the
examples given above. Have the answers ready.
You may also wish to prepare some additional information to support the
discussion on other uses of modelling. The Hot Topics section of the BBC
Science and Nature website has a wealth of information on topics including
climate change and football.
Resources
• The Hot Topics section of the BBC Science and Nature website
http://www.bbc.co.uk/science/hottopics/

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D5 Formatting and adding data

standard 5.
This activity is suitable for Level 2 learners who need to understand about
database applications and unique record identifiers.
Activity
This activity will enable learners to take control over the way that data is stored
and presented.
Ask learners to work in pairs and to open a pre-prepared database of residential
properties, as in Figure 16. Tell learners that this is a simple database created
by an estate agent to keep track of the properties they are selling.
Figure 16
Reference Location Description Price Beds Heating

101238 Aldstone Detached house 650,000 3 Gas
102561 Lower Stoke Mobile home 68,000 2 Gas
102784 Clifton on Sea Terraced house 105,000 1 Gas
103256 Langwick Detached bungalow 285,000 3 Electricity
103789 Tidsdale Detached house 460,000 3 Oil
110907 Guyfields Semi-detached house 345,000 2 Gas
The following questions provide a focus for this activity.

• What is the purpose of the reference field?
Ask learners to produce a list of possible codes that would simplify
entering data in this field.
• Is it necessary to type a full description for the type of each house?
Ask learners to identify the benefits of simplifying the description,
and then produce a list of other ways of creating a description for
each record.
• What is the problem with the way that the price information is presented?
Ask learners to produce a list of different ways that the data in this
field could be shown (eg £145000, £145,000, £145,000.00) and to
decide which is the most appropriate for this particular set of data
(eg property prices do not need to show pence).
• What other information could usefully be added to this database?
Ask learners to produce a list of additional fields that would be
useful to an estate agent (eg Under Offer, owner’s phone number,
garage, double glazing, en-suite bathroom).

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Having discussed these questions, and after a short demonstration of how to

use the drop-down menus to change the data types and field properties, ask
learners to:
• change the data type of the price field to an appropriate currency format
• add a new field called ‘Under Offer’ and set the data type as logical
• use ‘Table view’ to amend the data to show that some of the properties
are ‘under offer’.
Figure 17
Properties : Table
Field Name Data Type
Reference Number
Location Text
Description Text
Price Currency
Beds Number
Heating Text
f UnderOffer Yes/No d
Field Properties
General Lookup
Format d
Extension
Ask learners to add and format some of the additional fields that they identified
earlier (eg owner’s phone number, garage, double glazing, en-suite bathroom),
and enter suitable data into these fields. This provides a good opportunity to
discuss why phone numbers (and other numbers starting with a zero) need to
be formatted as text.
Learners could also be invited to experiment with the ‘field properties’ to find out
how many ways a logical field can be represented (eg tick box, yes/no,
true/false, on/off).
To complete this extension activity successfully, learners will need to be familiar
with opening database tables and be able to switch between the database table
(ie ‘table view’ or ‘data sheet view’) and the table structure (ie ‘design view’).
This activity could be further developed by encouraging learners to create a
simple database of their own by entering and formatting fields in design view
and then entering data in table view.
Rationale
One of the main problems when introducing databases to learners is that
database software is not as ‘user-friendly’ as most other applications. When
opening a word processing document learners are presented with a blank page
on which they can start entering text straight away; when opening a

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spreadsheet learners are presented with a table into which they can start
entering data. However, when opening a database learners are usually
presented with a series of menus, which makes accessing the database quite
daunting.
Trying to build a database from scratch without prior knowledge of how the
software works can be exceedingly off-putting for learners. Opening a simple
database and learning about its structure by trying things out in an organised
but flexible manner is a good way for learners to build their knowledge and
understanding through practical experiment.
Preparation
Use local newspapers to create a database of residential properties that are for
sale. To protect the privacy of the real vendors, change place names to fictitious
ones.

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D6 Record that tune

standard 5. It could be used as a Level 1 or Level 2 activity.
Learners at Level 1 do not need to be able to use a database application. They
may be able to enter and develop records in a spreadsheet application if that is
more suitable.
Activity
• enter, organise, select and edit records using field names and headings,
data types and unique record identifiers
• recognise how databases are used in everyday life to organise
information.
Remind learners that a database is a set of data records that are organised and
structured so that information can be found easily. Divide the learners into
groups of two or three. Ask them to think of five examples of a database that
they use frequently in everyday life. If they find this difficult, give an example
such as iTunes. Explain that iTunes is a database of music that is organised in
such a way that it can be searched quickly and effectively. This should prompt
learners to think about databases in more general terms.
After five minutes, ask learners to give some examples of databases. If
necessary, prompt with more examples such as lists of numbers on mobile
phones, PDAs, the internet, IPods, MP3 players, online banking, YouTube,
online shopping sites etc.
Ask learners to revert back to their groups and search the internet for five
different examples of a database. Give each group a question sheet that
includes questions such as the following and ask them to write down the
answers for each database.
• What type of information does the database contain?
• How many fields does the database contain?
• Do the fields contain clear field headings?
• Do the records have a unique ID number? Give an example eg track 1,
order number 65 etc.
• How could the database be better organised? eg add an extra field,
make the field headings clearer.
See Figure 18 for an example.

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Figure 18
Using databases to organise information
Student’s name: ........................................................
1. What type of information does the database contain?
2. How many fields does the database contain?
3. Do the fields contain clear field headings?
4. Do the records have a unique ID number? Give an example, eg

track 1, order number 65 etc.
5. How could the database be better organised? eg add an extra

field, make the field headings clearer etc.
Ask each group to find an image of each type of database and build a montage
using word processing software. When they have done this, they should print
out their work and then explain and compare their findings. This will build up a
picture of how many types of database learners actually use and how differently
each database is organised.
Extension
This activity could be extended by asking learners to create their own music
database using field headings similar to ones they found in their research.
Rationale
Learners often find databases daunting. They worry about the terminology, and
the information in many databases is very dry. This activity is designed to
enable the learner to understand that databases are in effect storage areas that
can be easily searched.
Using databases such as online music stores, mobile phones and iPods allow
the learner to fully understand the concept of a database. It helps build their
confidence as they are working with information they already understand and
are familiar with. This gives a sound foundation for discussing difficult concepts
such as ‘unique record identifier’. For example, the track number on an album
or an online music store could be explained as a unique record identifier.

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Answering questions about the different types of databases will enable learners
to think about how information is organised and displayed. When they create
their own databases, they will be able to recall their research, what worked and
what did not, and think about the best way to organise information.
This activity will engage learners of all learning styles as it uses problem solving
skills, teamwork, speaking and listening and practical application.
Preparation
You will need:
• access to the internet
• access to word processing software
• copies of activity sheets
• a list of different types of databases
• a question sheet similar to Figure 18. Leave enough room between
questions for learners to write down their answers.
You will also find it useful to have a list of different types of websites such as
iTunes, an iPod, mobile phone, or YouTube so that, if learners are struggling,
you can easily prompt.
Resources
resources and examples of e-learning: Available to download from
learn and apply their Key Skills. It covers Application of Number,
Communication and ICT at levels 1 and 2. Available from: http//www.
keyskills4u.com
• BBC: data processing. This site is based on the key skill Information and
Communication Technology. The Data Processing section gives
activities on records and fields. This site is primarily aimed at key skills
but could be used to adapt exercises to functional skills. Available from:
http://www.bbc.co.uk/keyskills/it/index.shtml
• The Key Skills Support Programme shared resources. A bank of key
skills material developed by schools, colleges and training providers that
can be downloaded and adapted.
http://www.keyskillssupport.net/supporting/resources/shared

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D7 Access all areas

standard 5.
From Entry 3 onwards learners should be able to bring together information to
achieve a purpose (5b).
Entry 3 – learners can organise information of different forms to achieve a
purpose (5.5).
Level 1 – learners can organise information of different forms or from different
sources to achieve a purpose (5.9).
Level 2 – learners can bring together and organise components of images and
text (5.11) and organise information of different forms or from different sources
to achieve a purpose (5.12).
Activity
• identify and practise different methods of organising images and text
• appreciate the important of considering the target audience.
Divide the learners into groups of two or three. Give each group a document
showing a different layout, such as a poster, newsletter, web page, catalogue,
brochure or PowerPoint presentation. When each group has studied their
document, they should fill in an activity sheet containing the following questions.
• Who is the document aimed at? eg children, adults, customers
• Does the document contain headings and subheadings?
• Does the document contain numbering or bullet points?
• Does the document contain an image? If so, what is its purpose?
• Does the document contain text wrapping?
• Does the document contain a graph or chart?
• Does the document contain any text boxes? If so, what is their purpose?
• What features are used to make information stand out?
• Is the document appropriate for the target audience?
They could annotate their document to emphasise the answers, as in Figure 19.

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Figure 19
Learners should share and discuss their findings with other groups.
Show a pre-prepared PowerPoint demonstration to emphasise what the
learners have discovered by demonstrating organisational techniques. For
example:
• text wrap
• bullets, numbering and tables.
Remember to reinforce the advantages of using these techniques.
Extension
This activity could be extended by encouraging learners to create their own
PowerPoint presentation about ‘Organising information’. Each learner should be
given the task of creating a document for a particular audience. The PowerPoint
presentation should include the reason why they have chosen to organise
information in a particular way and using particular design features, as in
Figure 20.

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Figure 20
The Powder Company

Monthly Sales Figures
200
150 Jan
Trends show that the
figures are rising at a
Range
Feb
100 steady rate.
Mar
50 Apr The most popular range
is ‘Radiance’.
0
Radiance Natural Purity
Product
Using a graph organises

information and adds clarity to Using bullet points or numbers:
the information.
1. organises your information
2. makes it easier to read
3. breaks it into separate points
4. makes information stand out
5. gives an order to reading.
Rationale
This activity is designed to help learners understand the different ways they can
organise information. Some will design, for example, a web page without giving
any thought to the intended audience. Some choose a font that they think looks
‘trendy’ and organise information without considering how easy it will be for
people to read.
This activity will make learners aware that it is important to consider the
audience they are designing for, for example children, adults, business clients,
general public. Features such as images, coloured backgrounds and shapes
can be introduced to add interest. However, text should still be laid out logically
and clearly.

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Preparation
You will need:
• a collection of documents such as a poster, newsletter, screenprint of a
web page, catalogue, brochure, printed copy of a PowerPoint
presentation The documents should include examples of text wrapping,
bullets and numbering, headings and sub-headings. They should be
aimed at a variety of audiences, for example a child’s book poster, a
health and safety notice, a school’s newsletter, a business website
• an activity sheet containing questions about the organisational features
of a document
• a pre-prepared PowerPoint presentation featuring the documents you
have collected. The display should contain examples of all the
organisational features you have found, with reasons as to why they are
useful to use in a document.
Resources
Communication, and ICT at levels 1 and 2. There is an ‘Organising
information’ section which would be useful for learners. Available from:
http:www.keyskills4u.com
• Skills for Life: training materials. An online resource that contains training
materials. There is a section that contains materials for ‘Inserting digital
images into Microsoft Word’. Available from
http://www.lsneducation.org.uk/skillsforlife/materials/
resources, and examples of e-learning. There is a comprehensive
section on inserting images. It can be accessed on:
• Key Skills Support Programme: Shared resources. This website contains
resources submitted by staff in schools, colleges, and training
organisations. Primarily aimed at key skills but materials could be
adapted to use with the functional skills. Available from:
http://www.keyskillssupport.net/supporting/resources/shared/

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D8 Grand design
standard 5.
The functional skills standards do not specify the type of ICT application to be
used; they specify only that appropriate applications are used. While the
creation of a website is not explicitly specified in the functional skills standards,
it is often part of other qualifications that learners may be following. Creating a
web page provides learners with many opportunities to transfer a range of skills
in different applications, especially when considering layout of pages and
formatting for particular audiences.
This activity is particularly useful for learners at Levels 1 and 2.
Activity
• describe the different techniques used to create and format a website
• identify positive and negative formatting techniques
• practise bringing text and images together and organising them using
text wrap, tables, bullets, and numbers.
Learners should take part in a group discussion about their experiences of
planning and designing a website, for example ‘MySpace’ or ‘Piczo’. Discuss
how much thought goes into planning their sites, for example: do they think
about who will be reading it? do they consider how easy it is to read? what is its
purpose?
Using the internet, compare two websites. For each, ask learners to consider:
• Who is the intended audience?
• Is the website easy to understand and read?
• Is the information clearly laid out?
• What techniques have been used to make the site attractive?
• How have the different types of information been formatted?
• Do the images instruct, inform, or add impact?
• How could the design and layout be improved?
Ask for volunteers to show their websites. Go through the above questions but
explain to learners that feedback should be constructive, not negative.
Inform learners that they are going to plan a website using appropriate software.
Information on the website could include: Name, age, likes, dislikes, favourite
groups, hobbies, friends, clubs etc. It should of course not include any
information that might threaten learner safety.
Each web page should include at least one example of grouped images, a
bulleted or numbered list, a table of information, and an example of text wrap.

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Rationale
Learners often spend a long time creating and uploading images on to sites
such as MySpace and Piczo. This activity will encourage them to plan their work
and think about who their audience is and how the information could be
presented effectively.
Planning a website will encourage learners to put text wrapping, grouping and
inserting images into practice through an activity that they enjoy and feel
motivated to finish.
Preparation
You will need:
• the URL addresses of different learners’ websites
• the URL address of a website with a good layout and another with a poor
layout
• an example of a planned web page saved to your user area/desktop.
Figure 21

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Prepare an example of a planned web page similar to the one in Figure 21. It
should contain an example of images grouped together, a bulleted or numbered
list, a table, and an example of text wrap. Save the document to your user area
or desktop so that, during the lesson, you can demonstrate examples of
grouping and inserting images
Resources
• Internet4Classrooms: A resource that helps teachers use the internet
effectively. There is a helpful section on using the drawing menu in a
word processing application.
http://www.internet4classrooms.com/msword_toolbar_drawing.htm
• Free computer tutorials. A free tutorial site that provides information on
Microsoft Word, Excel, Web Design, Style Sheets etc. There is a useful
section on the Drawing Toolbar. http://www.homeandlearn.co.uk/
• www.keyskills4u.com An online resource designed to help learners
check, learn and apply their key skills. It covers Application of Number,
Communication, and ICT at levels 1 and 2. The ICT section provides
useful information about organising information and using bullets and
numbers. It can also be used as a refresher for learners inserting
information into tables.

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D9 Formatting challenge
standard 6.
At Entry 2, learners must be able to present information that is fit for a purpose
(6.2). At Entry 3, the method of presentation includes email message, letter,
poster, web page (6.2).
Activity
This activity will enable learners to practise formatting a document in an
accepted layout – in this case, a letter.
Before embarking on this activity, learners should be familiar with the accepted
format for a business letter and with simple formatting techniques in a word-
processing package.
Ask learners to open a document file containing a block of unformatted text
such as that in Figure 22.
Figure 22
The Big Cheese Company 39 Gloucester Road Belton

Cheshire SY13 4RL Mr W Wallace 62 West Wallaby
Street Wigan Lancashire WG7 7FU 24th December 2007
Dear Mr Wallace Re: Cheese Hamper Thank you for your
recent letter telling us about your prototype self-renewing
all year round cheese hamper. We are fascinated by the
idea, however we fear that it may lead to a decrease in
sales and profits for our company. Therefore, we do not
think that we shall be able to invest money to develop
your idea further as you requested. Thank you for your
interest in our company. Yours sincerely Mr J
Wensleydale (Managing Director).
Ask learners to format the text as a business letter, using the appropriate
conventions for the name and address of the sender, the date of the letter, the
salutation etc.
Learners should use a range of formatting techniques, save their letter with an
appropriate file name and print out the finished document.

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Extension
The length and complexity of the text could be varied to suit learners working at
a higher level (eg learners could be required to use a wider range of formatting
techniques such as bullets, numbering, tabs etc).
Learners could be asked to devise a logo and/or letterhead appropriate to the
company.
Rationale
Although learners may be familiar with the layout of an informal letter they may
need to be introduced to the use of an accepted layout for a business letter.
This activity allows learners to practise appropriate formatting and layout before
applying their skills to a letter of their own.
Preparation
You will need to prepare a document file containing the text of the letter. This
should be saved in an area that can be readily accessed by the learners.
You may need to revise the accepted format for a business letter with learners
prior to the session and it may be useful to have some examples of real letters
to show them. This will create powerful links with their work in functional
English.
Other applications
This activity can be adapted to help learners become familiar with a range of
different document formats such as memos, posters, reports, newsletters etc.

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D10 Fooling the spellchecker

This activity is based on an activity developed for the Key Skills Support
Programme training event ‘Communication: standards, portfolios and tests’.
standard 6.
Learners must accept responsibility for the accuracy of any information they
enter into an ICT system. From Entry 1 onwards learners must appreciate that
data entered must be correct, for example PIN or password. Many learners will
benefit from using software facilities such as a spell-checker but they must
understand the limitations of software and know the GIGO principle ‘garbage in,
garbage out’.
Activity
This activity will enable learners to recognise that the spell-checking facility in a
word-processing package is not infallible, ie just because the spellchecker has
not found any errors does not mean that the words are the right ones. It is
always essential to proof-read a document.
Before embarking on this activity, learners should be familiar with using a word-
processing package and the spell-checking facility.
Learners should access a file containing the poem in Figure 23 (or something
similar).
Figure 23
Eye Halve a Spelling Chequer

Eye halve a spelling chequer
It came with my pea sea
It plainly mark’s four my revue
Miss steaks eye kin knot sea.
Eye strike a quay and type a word
And weight four it two say
Weather eye am wrong oar write
It shows me strait a weigh.
As soon as a mist ache is maid
It nose bee fore two long
And eye can put the error rite
Its really ever wrong.
Eye have run this poem threw it
I am shore your pleased two no
Its letter perfect in it’s weigh
My chequer tolled me sew.
(Sauce unknown)

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Learners should highlight the text and run the spell-check to see if there are any
spelling errors in the poem (the check should not find any, though there may be
some suggestions about grammar). Next, ask learners to read the poem
carefully, correct the spelling errors they can find, and re-draft it in correct
English with correct spelling. They can then discuss and share the results.
Extension
Learners can try to compose a short poem or piece of prose that works in the
same way – using homophones to produce correctly spelt but nonsensical text
– to try and fool the spell-checker.
Rationale
Many learners think that, because they have used a spellchecker on a
document and no errors have been found, they need to do no more to ensure
that spelling is accurate. This activity highlights the kind of errors that can ‘fool’
a spellchecker and the necessity to proofread carefully as well as use a
spellchecker.
Preparation
You will need to prepare a document file containing the poem. This should be
saved in an area that can be readily accessed by the learners.
You will also need dictionaries so that learners can check spellings. You may
find it useful to access a homophone dictionary (see Resources).
Resources
You may find it useful to access a homophone dictionary such as the one at:
http://www.earlham.edu/~peters/writing/homofone.htm#r

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D11 Communication at your fingertips

standard 7.
The functional ICT standards at Entry 1 state that the learner must be able to
receive ICT-based communication (7.1). The degree of sophistication in the use
of, for example, email, increases as learners progress through the levels. The
need to safeguard personal information is also an important part of the
standards (Skill standard 2).
The activity can be adapted to meet the needs of learners at different levels.
Activity
• recognise some basic email facts
• identify safe email and instant messaging protocol
• create, access and respond to emails appropriately.
In a group discussion, ask learners to consider the following questions, and
record their responses on a whiteboard or flipchart.
• What equipment would you need to send or receive an email?
Internet connection, email software, email address, internet
provider, mobile phone, PDA, television etc.
• What are the advantages and disadvantages of using email?
Advantages could include: instant communication 24 hours a day
7 days a week; access all over the world; cheap and efficient;
having an information trail.
Disadvantages could include: people not reading or replying to
emails; junk mail; spam; sending an email without checking it;
accidentally sending an email to the wrong person.
• What type of language should you use in an email?
Remind learners that, although email language tends to be
thought of as less formal than a letter, if they are addressing a
person who they do not know very well, or someone in the
workplace, then the tone of the language should be similar to that
of a letter.
It is also important that learners do not write anything in an email
that they would not say to someone’s face. Remind them that
email is not secure and they cannot be certain who will be reading
their emails. The same care should be taken with instant
messaging or when entering information in a blog journal.
Remind learners that all emails, even those to friends and family,
should be re-read and spell-checked.

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Learners should recognise when to adapt the style of their

language to their audience. For example, the style of language to
a friend would be different from that used when emailing a tutor or
line manager.
• What is the reason for the subject line?
Explain that a subject line is necessary for people to quickly
understand what the email is about.
When sending an email to people you do not know, they may
delete the email if the subject line is not informative.
• What types of email should you not reply to?
Junk or spam mail, eg people asking for personal or financial
information.
Ask learners to set up a new email account. This can be used for emailing any
work to tutors or members of their class. Explain that the email address must be
appropriate for use in portfolios etc. When the learner has set up their account,
they should send you an email informing you of their new address.
Extension
This activity can be extended by the following.
• Set up a class email blog. Ask a learner to write a couple of lines about
themselves and forward it to the person sitting next to them. That person
should contribute to the blog, writing a couple of lines about themselves,
and so on round the group. The entire group should take part in this
activity. When the blog is complete, it can be printed and read out to the
group. This activity can also be used as an icebreaker.
• Send the learner an email with an attachment. The attachment should
contain a table in which the learner can enter their name and email
address before sending it back to you.
Rationale
Although many learners use email as a form of communication, they do not
always consider language, appropriateness and email etiquette. This activity will
help them identify when email is the best form of communication, and how to
email effectively using helpful subject lines. Tips such as not typing in the
recipient’s address until they have finished writing the email will help avoid
email misunderstandings and help the learner to create a good impression.
Preparation
You will need:
• to check the school’s/college’s/training provider’s policy for downloading
email
• an information sheet giving email tips.

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Prepare an information sheet giving learners tips on good email practice. This
should include information such as useful subject lines, signatures and sign-offs
and when to copy people into emails. You should also add a section about
internet safety, eg not giving out personal or financial information, protecting
against viruses.
For the extension activities, you will need to prepare an attachment that
includes a table with the heading ‘Student email addresses’ and consisting of
two columns with the headings ‘Student name’ and ‘Student’s email address’.
Resources
• Key Skills trainer. An online resource designed to help learners check,
useful section on sending, replying, and attaching emails. Available from:
http://www.keyskills4u.com
• How stuff words: How e-mail works. An interesting web page describing
how email works. Useful for an understanding of email terminology.
Available from: http://www.howstuffworks.com/email.htm
• Learn the Net: Harness E-Mail. A site that explains the step-by-step
process of sending, receiving, and managing emails.
http://www.learnthenet.com/english/section/email.html
resources and examples of e learning.

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D12 Communication highway

functional ICT component ‘Develop, present and communicate information’ skill
standard 7. From Entry 1 onwards the functional skills standards state that
learners must be able to use ICT-based communication (Skill standard 7). The
degree of sophistication in the use of, mostly, email increases as learners’
progress from level to level. The need to safeguard personal information is also
an important part of the standards (Skill standard 2). This activity can be
adapted to meet the needs of learners at different levels.
Activity
• recognise that email is now one of the main forms of communication
• identify good email practices
• describe how to manage an email account effectively.
Using the interactive whiteboard/projector, access your email account,
(pre-prepared for the lesson). Show learners an example of each of the
following managing facilities:
• Identifying new mail: often identifiable by an envelope symbol or
emboldened text.
• Deleting emails and emptying the trash can: explain why it is important to
delete old emails, eg to stop the storage box becoming full.
• Organising information into folders: explain that this helps with
organisation when searching for emails.
• Naming new folders: the importance of having clear folder names and
making the distinction between work and personal files.
• Sorting emails into date or sender order: explain that this is useful for
identifying emails in date order, or when searching for an email from a
particular source.
Learners should take part in a group discussion about good email practice such
as deleting spam, using spam filters, not responding to junk emails, setting time
aside to check emails etc.
Learners should access their email account and delete old emails. They should
archive important emails by creating and managing folders. They should take
screen shots of their progress.
This activity can be extended by demonstrating how to add, delete, and manage
folders in a contact list. Learners should then edit or add to their own contact
list.

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Rationale
Most learners use email as their main source of written communication. Often
their personal emails are mixed with school/college or training provider
information and junk mail. A key issue for learners is the size of their storage
box. Often inboxes are full because learners are simply not deleting old or
irrelevant emails. Helping learners recognise the value of deleting unnecessary
emails immediately and storing information in folders will help them be more
organised in their work.
Preparation
You will need:
• an email address containing different emails, eg work, leisure, personal
• items that could be stored in folders
• a whiteboard or projector
• an information sheet explaining ‘managing email’ techniques.
Set up an email account with examples of emails from colleagues, friends and
family and junk mail. Then, prepare a handout giving learners support about the
different ways you can manage emails. For example, identifying, deleting,
creating and naming folders, sorting emails by date or name order.
Resources
• Key Skills trainer. An online resource designed to help learners check,
learn and apply their Key Skills. It covers Application of Number,
useful section on sending, replying and attaching emails.
http://www.keyskills4u.com
• How stuff words: How e-mail works. An interesting web page describing
how e-mail works. Useful for an understanding of email terminology.
Available from: http://www.howstuffworks.com/email.htm
• Learn the Net: Harness E-Mail. A site that explains the step-by-step
process of sending, receiving, and managing emails.
http://www.learnthenet.com/english/section/email.html
events, resources, and examples of e learning.

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Teaching and learning functional ICT: 4. Useful resources
4. Useful resources
Free computer tutorials

A free tutorial site that provides information on Microsoft Word, Excel, Web
Design, Style Sheets etc. Available from: http://www.homeandlearn.co.uk/
How stuff works: How computer viruses work

Available from: http://www.howstuffworks.com/virus.htm
How stuff works: How email works

A web page describing how email works. Useful for an understanding of email
terminology. Available from: http://www.howstuffworks.com/email.htm
ICT security home

A web page of links about different aspects of IT security. Available from
http://www.itsecurity.com/
Internet4Classrooms: Helping teachers use the internet effectively

A site that gives tutorials for teachers to help them make effective use of
technology in the classroom. http://www.internet4classrooms.com
Key Skills Support Programme: shared resources

A bank of key skills material developed by schools, colleges and training
providers, which can be downloaded and adapted for personal use.
http://www.keyskillssupport.net/supporting/resources/
Key skills trainer

An online resource designed to help learners check, learn and apply their key
skills. It covers Application of Number, Communication and ICT at levels 1 and
2. Available from: www.Keyskills4u.com
Learn the Net: Harness E-mail

A site that explains the step-by-step process of sending, receiving, and
managing emails. http://www.learnthenet.com/english/section/email.html
Level crossing
Originally designed for key skills, this resource includes a number of ICT
activities that could be used to support candidates working on functional ICT at
Entry 3/Level 1. Downloadable from KSSP website. www.keyskillssupport.net
LSN e-learning and technology

This site allows you to search for events, resources, and examples of e
learning. http://www.learningtechnologies.ac.uk

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Microsoft: Protect yourself information page

This would be a good research tool for learners to visit. Available on
Sample teaching units for the Key Stage 3 National Strategy

http://www.standards.dfes.gov.uk/secondary/keystage3/respub/ictpubs/
Skills for Life: Training materials, ‘How to…’ guides

Create and insert a sound file; Insert digital images; Drag and drop with images;
Adding video to presentations. Available to download from: LSN Skills for Life
materials.http://www.lsneducation.org.uk/skillsforlife/materials
Supporting ICT – Key Stage 3 National Strategy

The section on ‘Teaching and Learning’ also applies to teaching functional ICT.
Supporting Information and Communication Technology

Publication from the Key Skills Support Programme, aimed primarily at work-
based learning providers.
Teaching and Learning Information and Communication Technology

Publication from the Key Skills Support Programme, aimed primarily at schools
and colleges. Downloadable from KSSP website www.keyskillssupport.net
Teaching ideas.co.uk
http://www.teachingideas.co.uk/ict

Page 108 of 114
Acronyms
BSA
Basic Skills Agency. The Basic Skills Agency has merged with the National
Institute of Adult and Continuing Education (NIACE) and will work in alliance
with Tribal. Its full name is now ‘The Basic Skills Agency at NIACE’. See
www.basic-skills.co.uk
CBI
Confederation of British Industry. A not-for-profit organisation, incorporated by
Royal Charter in 1965. It represents the business sector in the UK, provides
membership services, conducts research and provides ‘a voice for business’ at
national level. See www.cbi.org.uk
CEL
Centre for Excellence in Leadership. CEL’s remit is to foster and support
leadership improvement, reform and transformation throughout the sector. It
serves the existing and future leaders of all providers through programmes,
events, support services and bespoke consulting assignments. See
www.centreforexcellence.org.uk
CPD
Continuing professional development.
DCSF
Department for Children, Schools and Families. Established in June 2007;
successor organisation to DfES. Responsible for functional skills policy. See
www.dcsf.gov.uk
DDP
Diploma Development Partnership. There are 14 Diploma Development
Partnerships – one for each line of learning – developing content for each of the
Diplomas. See www.qca.org.uk/qca_5400.aspx
DfES
Department for Education and Skills. In June 2007, divided into DCSF and
DIUS. See www.dfes.gov.uk
DIUS
Department for Innovation, Universities and Skills. Established in June 2007;
successor organisation to DfES. Responsibility for key skills and Skills for Life
policy. See www.dius.gov.uk
Entry 1, Entry 2, Entry 3

Entry levels in the adult literacy, adult numeracy, adult ICT and ESOL core
curricula.

Page 109 of 114
EFL
English as a Foreign Language.
ESOL
English for Speakers of Other Languages.
FLT
Foundation Learning Tier. The umbrella term for all provision below Level 2 that
is taken by learners over the age of 14. It therefore encompasses what is
currently categorised as pre-Entry, Entry level (split into Entry levels 1, 2 and 3)
and Level 1.
ILP
Individual Learning Plan. Document used to plan and record a student’s
learning.
Jobcentre Plus
Government agency that provides help and advice on jobs and training for
people who can work and financial help for those who cannot; helps employers
to fill vacancies. Part of the Department of Work and Pensions (DWP). See
www.jobcentreplus.gov.uk/
Key Stage 3
Usually, the first three years of secondary education – Years 7, 8 and 9 – but
sometimes condensed.
Key Stage 4
Years 10 and 11 of secondary education.
KSSP
Key Skills Support Programme. Delivered on behalf of QIA by the Learning and
Skills Network consortium, consisting of LSN, Learning for Work and CfBT
Education Trust. Supports the delivery and implementation of key skills in all
post-14 settings. Provides advice, training, information and resources to
learners, teachers, trainers and managers. See www.keyskillssupport.net/
LA
Local Authority, the education function of which is now incorporated into
‘Integrated Children’s Services’.
learndirect
The largest provider of e-learning in the world. Aims to enable adults without a
Level 2 or Skills for Life qualification to gain the skills and qualifications they
need to find a job or to achieve and progress at work. See
www.learndirect.co.uk

Page 110 of 114
LLN
Literacy, Language, Numeracy.
LLUK
Lifelong Learning UK. Responsible for the professional development of all those
working in libraries, archives and information services, work-based learning,
higher education, further education and community learning and development.
See www.lluk.org.uk
LLU+
National consultancy and professional development centre for staff working in
the areas of literacy, numeracy, dyslexia, family learning and ESOL. See
www.lsbu.ac.uk/lluplus
LSC
Learning and Skills Council. Responsible for funding and planning education
and training for learners over 16 years old in England. See www.lsc.gov.uk
LSDA
Learning and Skills Development Agency. See LSN.
LSN
Learning and Skills Network. Independent not-for-profit organisation launched in
April 2006; took over some of the role of LSDA. See www.lsneducation.org.uk
NAA
National Assessment Agency. Launched in April 2004 to develop and deliver
high quality national curriculum tests and supervise the delivery and
modernisation of GCSE and A level examinations. See www.naa.org.uk
NCSL
The National College for School Leadership exists to help to make a difference
to the lives and the life chances of children and young people through the
development of world-class school leaders. See www.ncsl.org.uk
NIACE
National Institute of Adult Continuing Education – England and Wales. Non-
governmental organisation working for more and different adult learners. See
www.niace.org.uk
NVQ
National Vocational Qualification. NVQs are work-related, competence-based
qualifications, accredited by QCA and included in the National Qualifications
Framework. See www.qca.org.uk/14-19/qualifications/index_nvqs.htm

Page 111 of 114
OECD
Organisation for Economic Cooperation and Development. The OECD groups
thirty member countries sharing a commitment to democratic government and
the market economy. See www.oecd.org
Ofsted
Non-ministerial government department responsible for inspecting and
regulating the care of children and young people, and education and skills for
learners of all ages. See www.ofsted.gov.uk
QCA
Qualifications and Curriculum Authority. Non-departmental public body,
sponsored by government. Maintains and develops the national curriculum and
associated assessments, tests and examinations as well as accrediting
qualifications in colleges and at work. Also regulates awarding bodies and
exams to ensure they are fit for purpose. See www.qca.org.uk
QIA
Quality Improvement Agency. Non-departmental public body; successor to
LSDA. Works across the entire learning and skills sector. See www.qia.org.uk
QTLS
Qualified Teacher Learning and Skills. Non-subject-specific qualifications that
give qualified teacher status; effective from September 2007.
QTS
Qualified Teacher Status – awarded to a teacher who is fully qualified in terms
of training, certification and experience.
Skills for Life

National strategy for improving adult literacy and numeracy skills in England.
See www.dfes.gov.uk/readwriteplus
SNS
The Secondary National Strategy for school improvement is part of the
Government’s major reform programme for transforming secondary education
to enable children and young people to attend and enjoy school, achieve
personal and social development and raise educational standards in line with
the ‘Every Child Matters’ agenda. See
www.standards.dfes.gov.uk/secondary/about/
SSAT
The Specialist Schools and Academies Trust is the leading national body for
secondary education in England, and delivers the Government’s Specialist
Schools and Academies programme. Is responsible for CPD for the Diplomas.
See www.specialistschools.org.uk

Page 112 of 114
SSC
Sector Skills Council. SSCs are independent, employer-led UK-wide
organisations licensed by the Secretary of State for Innovation, Universities and
Skills to tackle the skills and productivity needs of their sector throughout the
UK. See www.ssda.org.uk
TDA
Training and Development Agency for Schools: responsible for funding the
provision of teacher training in England, and providing information and advice
on teaching as a career. See www.tda.gov.uk
UFI
University for Industry. The organisation behind learndirect. It has a mission to
use technology to transform the skills and employability of the working
population, in order to improve the UK’s productivity. See www.ufi.com

Page 113 of 114

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14-19 education and skills functional skills support programme

Teaching and learning functional ICT

Resources to support the pilot

Teaching and learning

Teaching and learning functional ICT

© Crown copyright 2007

Teaching and learning functional ICT

Teaching and learning functional ICT

2. Using ICT to tackle practical tasks 27

3. Activities for developing functional ICT skills 41

4. Useful resources 107

© Crown copyright 2007

Teaching and learning functional ICT

© Crown copyright 2007

Teaching and learning functional ICT: General introduction

This resource is in four parts:

Clearly, different practitioners, coming from different backgrounds, have very

It is important to understand two key points.

© Crown copyright 2007

Teaching and learning functional ICT: General introduction

The functional skills support programme

Other sources of information and support

The QCA website at www.qca.org.uk/qca_6062.aspx has information about

Many of the awarding bodies’ websites have sections dedicated to functional

© Crown copyright 2007

Teaching and learning functional ICT: General introduction

What are functional skills?

‘the core elements of English, mathematics and ICT that provide an

Functional skills qualifications are therefore being developed in English,

A problem solving approach

Clearly, teachers cannot know what English/mathematics/ICT their learners will

It is essential to think of learners becoming functional in their English/

© Crown copyright 2007

Teaching and learning functional ICT: General introduction

• active learning and a problem-centred approach

Why are functional skills needed?

• Without functional skills, pupils would find it ‘almost impossible to

• Functional skills are central to achieving the outcomes of ‘Every Child

Functional skills for employability – the skills agenda

© Crown copyright 2007

Teaching and learning functional ICT: General introduction

A series of government publications and policies, particularly in the last five

Leitch identified the following skills as ‘applicable in most jobs’:

© Crown copyright 2007

Teaching and learning functional ICT: General introduction

Functional skills in higher education

Functional skills in everyday life

Functional skills are therefore:

© Crown copyright 2007

Teaching and learning functional ICT: General introduction

• a platform for the development of employability skills

How are functional skills being developed?

Functional National Examples of qualifications at each

It is important to recognise that the ‘levelness’ of a functional skill is determined

© Crown copyright 2007

Teaching and learning functional ICT: General introduction

A learner who is ‘functional’ in mathematics, English and/or ICT is able to

Following extensive consultation in 2005/06, small-scale trials of the draft

The focus of the draft standards is on: