Edexcel Functional Skills Pilot

Level 2 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 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. Select and use a communication service to access the internet. 	Examples could include broadband, dial-up, network, mobile devices. 	Table with list of definitions in which students enter correct term from a list and in the third column provide an example and/or advantage/disadvantage.	1B	
U1.4. Select and use interface features effectively to meet needs. 	Learners can select the most appropriate interface feature to suit particular situations. These can include 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.
For example, when would you drag and drop?  Explain how menus are context sensitive and how this is helpful for the user.
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 and 7C	
U1.5. Select and 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 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 effectively plan work and review the effectiveness of ICT tools to meet needs in order to inform future judgements. 	Learners should show that they can plan and organise time, e.g. use of electronic calendars, reminders, etc. They should be able to evaluate the use of ICT systems for factors such as cost, versatility or range of facilities. 	Potential for an advantages/disadvantages discussion of various systems that students could either list from their own knowledge or prioritise from given answers.  Potential for research into types of electronic calendars and planners that are available with follow up discussion as to who might find them useful and why.	1F	
U3.1. Manage files and folder structures to enable efficient information retrieval. 	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 consistently and 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, store and label media correctly. This could include storage devices such as CD, DVD, memory stick, and hard drives. 	Table or multiple choice questions about the best method of storage for given files or products. For example, define what is to be saved and students prioritise from a list of answers the best storage medium, e.g. an image file of 1.5MB or a software application (which should only be saved to a hard drive – so test the student understands the purpose of the file(s)).
(Most students will use these storage media and their use can be observed in the classroom.)	1H	
U4.1. Minimise physical stress. 	Learners should routinely adjust seating and lighting, 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.	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	
U5.1 Identify ICT problems and take appropriate action. 	Learners should know basic resolutions to the following types of problems (they may need to defer to an appropriate person to resolve issues): software freezes, virus alerts, storage full, paper jams. 	A list of potential problems with possible solutions, either as multiple choice questions or a table with mix of solutions and problems and gaps to be filled.	2E	
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. 	Research and create presentation for use with a given audience highlighting copyright issues and ways to avoid problems.
Discussion about 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. 	A range of searches that need to be refined to reduce information overload.  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. Manage efficient storage of ICT-based communications, attachments and contact addresses. 	Learners should manage folders, delete redundant messages and use related tools, e.g. add, amend and delete entries. 	Screenshots of various directories where there are examples of poor housekeeping. These need to be annotated to show how the management of stored data could be improved for that user.	1G, 1H