Edexcel Functional Skills Pilot

Level 1 Information and Communication Technology 

The following possible evidence sources are put forward to provide suggestions as to how teachers might confirm student achievement to support their decisions in the Witness Statement for Confirming Candidate Performance.  These ideas for possible evidence sources are based on the Functional Standards.  They are not evidence requirements.   

Functional ICT Standard	Examples of how competence can be demonstrated	Possible evidence source	Learner Materials Chapter link	
U1.1. Use correct procedures to start 
and shut down an ICT system. 	Learners should demonstrate that they can consistently log in, log out, use shutdown menu. 	Multiple choice questions of images that can be linked to a correct term, e.g. thumbnail of log in/out/shutdown screens and students circle correct one for given term OR thumbnails of process and students label them correctly.	1A	
U1.2. Use a communication service to access the internet. 	Examples include broadband, dial-up, network, mobile devices. 	Table with list of definitions that students then match correct term from list (potential in a third column to provide an example and/or advantage/disadvantage).	1B	
U1.4. Recognise and use interface features effectively to meet needs. 	Learners can use the following features correctly: desktop, windows, dialogue box, menu, submenu, toolbar, scrollbar, drag and drop, zoom, template, Wizard. 	Screenshot and list of selected terms that have to be labelled.  Discussion of, for example, when would you drag and drop? 
Demonstration of using menus and submenus where learners explain why they are using the feature.
Give some examples of templates or Wizards and when they might save the user time OR when might a template or Wizard not be appropriate.	1C, 1D, 7C	
U1.5. Adjust system settings as appropriate to individual needs. 	Learners can use the following features correctly: window size, mouse, settings, icon size, screen resolution, desktop contrast, volume, date and time. 	Selection of thumbnails that must be correctly labelled or linked to a list of terms.  Record or make notes of discussion of circumstances when window size, screen resolution or contrast might need to be changed, e.g. for someone with a special need such as visual impairment.	1E	
U2.1. Use ICT to plan and organise work.	In respect of: time, convenience, cost, quality, range of facilities, versatility.	Teacher led discussion about how ICT might help students with organisation, e.g. electronic calendars, reminders in email, reminders and prompts on mobile phones. Why might this be useful and/or important, e.g. to meet deadlines and appointments on time. (Notes of date and key points of discussion, together with list of those present, could be recorded if wished.)	1F	
U3.1. Work with files and folder structures to organise, store and retrieve information. 	Learners demonstrate that they are able to create, open, save, save as, print, close, delete, view, rename, move and copy files, create folders and subfolders, name files and folders appropriately. 	Sets of ‘how would you?’ questions. For example, give the steps involved in copying a file and saving it to a new location.
Record or make notes of discussion of giving folders and files meaningful names – why is this important?
	1G	
U3.2. Insert, remove, label and store media safely. 	Learners should demonstrate that they can use storage devices such as CD, DVD, memory stick, and hard drives. 	Observation of students using devices such as memory sticks and/or saving work to their home drives. Learners might discuss benefits of USB stick over CDR/W, e.g. formatting and compatibility issues.	1H	
U4.1. Minimise physical stress. 	Learners should routinely adjust seating and lighting if appropriate, avoid and report hazards, take breaks, use wrist rests, if appropriate. 	Multiple choice questions or a mini task to write a checklist for a risk assessment document for the school, college or employer following discussion in class about the issues of working with ICT.  Teacher could provide websites for supporting information, e.g. BBC Bitesize or a structure for the checklist.	2A	
U4.2. Keep information 
secure. 	Demonstration of this could include storing documents appropriately, making back-up copies of files, keeping passwords secret. 	A scenario about a lost file and how it happened for students to discuss or suggest how this could have been avoided. (Students will be likely to have experienced this in real life so could provide their own real-life scenario.) 	2B	
U4.3. Understand the 
danger of computer viruses, and how to 
minimise risk.
	By using appropriate procedures learners should demonstrate that they are able to minimise the risks associated with viruses, e.g. using virus checking software, treating files from unknown sources with caution.	Research task on different types of viruses with a mindmap of the types and associated risks. Students could be in groups/teams to research and produce a combined mindmap that might promote more discussion.
OR students could be asked to provide a simple leaflet that could be used to advise new PC users about this topic.	2C	
U4.4. Understand the 
need to stay safe and 
to respect others when 
using ICT-based 
communication. 	Learners should demonstrate good practice by avoiding inappropriate disclosure of personal information, using appropriate language, respecting confidentiality. 	Using research sites that advise about internet safety, compile a simple list of key safety advice. This could be mindmapped as a group or produced as a simple handout.	2D	
F1.2. Recognise copyright constraints 
on the use of information.	In their use of ICT, learners should show that they understand issues relating to copyright, e.g. music downloads, acknowledgment of sources, avoiding plagiarism. 	Using given facts, create a presentation for use with specific audience highlighting copyright issues and ways to avoid problems.
Introduce concept of ownership and plagiarism – how does this affect them?  What might be the consequences?
Discussion could include issues surrounding piracy and downloads (free and otherwise) of music and videos.	3A, 3B, 3C	
F2.1. Access, navigate and search internet sources of information 
purposefully and effectively. 	Learners should demonstrate that they can enter a web address accurately, use a search engine, browse and other techniques, e.g. save and use bookmarks. 	GROUP TASK

A range of searches that need to be refined to reduce information overload.  Students use operators such as ‘and’, ‘or’, ‘not’, ‘+’ and ‘=’ to refine list of results. This could be done through multiple choice questions or from a written list where students try out the refined search and see how many results appear. They then enter the results into a table that could be further refined.	4A, 4B, 4C	
D5.1. Create, access, read and respond 
appropriately to email and other ICT-based communication, including attachments, and adapt style to suit 
audience. 	Learners should demonstrate that they can use email applications for standard procedures, e.g. opening mailbox, read, reply, forward, communicate using from, to, cc, bcc, subject and content fields, add and open attachments, contribute to forums, web logs or web-based reference sites. 	Potential for use of school/college VLEs for this, e.g. teacher sends email and asks for it to be forwarded and for the student to download an attachment, save it, amend it and reattach to forward.
Staff managed group forum on VLE.	8a	
D5.2. Use contacts list. 	Use related tools, e.g. add, amend and delete entries,	Potential for observation of addition/deletion or amendment to entries from mobile phone address book; or a ‘how do you?’ discussion led by teacher.  Possibility for students to discuss experiences with social networking sites such as MySpace or Bebo.	1G, 1H