Digital Skills for Everyday Life — Gateway Qualifications Limited Digital Functional Skills Qualification Foundations for Learning Revision

    This subtopic focuses on essential digital competencies for navigating everyday life, including managing information, creating simple content, communicatin

    Topic Synopsis

    This subtopic focuses on essential digital competencies for navigating everyday life, including managing information, creating simple content, communicating online, staying safe, and solving basic technical issues at a foundational level. Learners apply these skills in personal contexts like online shopping, social interaction, and accessing services, building confidence and independence.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Digital Skills for Everyday Life

    GATEWAY QUALIFICATIONS LIMITED
    vocational

    This element develops foundational digital literacy for independent living, focusing on using technology safely to perform everyday tasks and maintain social connections. Learners apply basic operational skills to access information, complete simple transactions, and communicate electronically, while embedding responsible online behaviour. It underpins personal autonomy and social inclusion through practical, guided digital engagement.

    39
    Learning Outcomes
    93
    Assessment Guidance
    103
    Key Skills
    36
    Key Terms
    108
    Assessment Criteria

    Assessment criteria

    Gateway Qualifications Entry Level Diploma In Personal and Social Skills (Entry 1)
    Gateway Qualifications Entry Level Certificate In Personal and Social Skills (Entry 3)
    Gateway Qualifications Entry Level Certificate In Personal and Social Skills (Entry 2)
    Gateway Qualifications Entry Level Extended Certificate In Personal and Social Skills (Entry 3)
    Gateway Qualifications Entry Level Extended Certificate In Personal and Social Skills (Entry 2)
    Gateway Qualifications Entry Level Certificate In Personal and Social Skills (Entry 1)
    Gateway Qualifications Entry Level Diploma In Personal and Social Skills (Entry 2)
    Gateway Qualifications Entry Level Extended Certificate In Personal and Social Skills (Entry 1)
    Gateway Qualifications Entry Level Award In Progression (Entry 3)
    Gateway Qualifications Level 1 Award In Progression
    Gateway Qualifications Entry Level Certificate in Skills for Independent Living (Entry 3)
    Gateway Qualifications Entry Level Diploma in Skills for Independent Living (Entry 3)
    Gateway Qualifications Entry Level Certificate in Skills for Independent Living (Entry 1)
    Gateway Qualifications Entry Level Extended Certificate in Skills for Independent Living (Entry 1)
    Gateway Qualifications Entry Level Certificate in Skills for Independent Living (Entry 2)
    Gateway Qualifications Entry Level Extended Certificate in Skills for Independent Living (Entry 3)
    Gateway Qualifications Entry Level Diploma in Skills for Independent Living (Entry 1)
    Gateway Qualifications Entry Level Diploma in Skills for Independent Living (Entry 2)
    Gateway Qualifications Entry Level Extended Certificate in Skills for Independent Living (Entry 2)
    Gateway Qualifications Entry Level Certificate In Progression (Entry 3)
    Gateway Qualifications Entry Level Extended Certificate in Progression (Entry 3)
    Gateway Qualifications Entry Level Award In Personal and Social Skills (Entry 1)
    Gateway Qualifications Entry Level Award In Personal and Social Skills (Entry 2)
    Gateway Qualifications Entry Level Award In Personal and Social Skills (Entry 3)

    Topic Overview

    The Gateway Qualifications Entry Level Extended Certificate in Progression (Entry 3) is designed to build foundational skills for learners who are preparing for further study, employment, or independent living. This qualification covers essential areas such as communication, numeracy, personal development, and vocational skills. It is part of the Foundations for Learning suite, which aims to equip students with the confidence and practical abilities needed to progress in education or the workplace.

    For students, this certificate is a stepping stone that bridges the gap between basic skills and more advanced qualifications. It focuses on real-world applications, such as managing money, understanding health and safety, and working in a team. By completing this course, learners demonstrate they can apply knowledge in practical contexts, which is highly valued by employers and further education providers.

    The qualification is structured into units that allow flexibility, enabling students to tailor their learning to their interests and goals. Assessment is continuous and portfolio-based, meaning students build evidence of their skills over time. This approach reduces exam pressure and encourages consistent effort, making it ideal for those who thrive in a supportive, hands-on learning environment.

    Key Concepts

    Core ideas you must understand for this topic

    • →Communication: Developing speaking, listening, reading, and writing skills for everyday situations, such as filling in forms, following instructions, and expressing opinions clearly.
    • →Numeracy: Applying basic maths to real-life contexts, including budgeting, measuring, telling time, and interpreting simple data like charts and graphs.
    • →Personal Development: Building self-awareness, goal-setting, and resilience. This includes managing emotions, staying safe online, and understanding healthy lifestyles.
    • →Vocational Skills: Gaining practical experience in a chosen area, such as catering, retail, or horticulture, with a focus on teamwork, health and safety, and following instructions.

    Learning Objectives

    What you need to know and understand

    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Use digital skills and/or devices for personal/leisure purposes.2. Use digital skills and/or devices for informal communication purposes.
    • Locate and retrieve relevant information from a given website or app
    • Compare information from two simple digital sources for accuracy
    • Produce a short piece of digital text using a basic word processing app
    • Edit a digital image by adding text or a simple shape
    • Send a message using at least two different digital communication methods
    • Identify a potential online risk and describe a safe response
    • Demonstrate how to set a strong password for a personal account
    • Apply a basic troubleshooting step when a device or app does not work as expected
    • 1. Use digital skills and/or devices for personal/leisure purposes.2. Use digital skills and/or devices for informal communication purposes.
    • Identify common digital devices for leisure and communication purposes
    • Navigate a simple interface to open an app or website
    • Select and engage with age-appropriate leisure content (e.g., games, videos)
    • Compose and send a short informal message using a digital platform
    • Recognise basic rules for staying safe online
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • Demonstrate ability to locate, save and retrieve information from a device or online source for everyday purposes
    • Create and edit a simple digital document, such as a text message or a note, showing basic formatting
    • Use a digital communication platform (e.g., messaging app, email) to send and receive messages appropriately
    • Explain the importance of keeping personal information private when online and give examples of safe practices
    • Identify a common technical problem (e.g., device not connecting to Wi-Fi) and describe simple steps to resolve it
    • 1. Use digital skills and/or devices for personal/leisure purposes.2. Use digital skills and/or devices for informal communication purposes.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Use digital skills and/or devices for personal/leisure purposes.2. Use digital skills and/or devices for informal communication purposes.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the ability to power on a device, log in securely, and recognise basic interface icons (e.g., browser, camera, messaging app).
    • Look for evidence of applying safety rules: not sharing passwords, identifying trusted contacts, and asking for help if something feels wrong online.
    • Require successful completion of a simple, real-world digital task such as finding a bus timetable, ordering a repeat prescription, or choosing a recipe, with screenshots or witness testimony.
    • Assess communication skills through a recorded message, text, or video call to a known person, showing appropriate tone and awareness of privacy (e.g., not oversharing).
    • Award credit for demonstrating the ability to independently navigate to a specific website or application for a personal interest (e.g., news, hobby, entertainment).
    • Evidence must show the learner can compose and send a simple informal message (e.g., text, email, or social media post) with a clear subject or greeting and appropriate tone.
    • Look for evidence of using basic device functions such as volume control, screen brightness, or camera for a leisure purpose.
    • The learner should demonstrate safe practice, such as not sharing personal information publicly and logging out of accounts after use.
    • Award credit for demonstrating the ability to navigate a homepage to locate a specific piece of information, such as a contact number or opening time.
    • Look for evidence that the learner has compared two different sources (e.g., a website and an app) and identified a discrepancy.
    • Credit should be given for producing a digital document (even a single sentence) with minimal spelling errors and basic formatting like capital letters.
    • Marks should be awarded for successfully adding an image to a simple editor and overlaying a caption.
    • Accept any method of digital communication (SMS, email, messaging app) provided the message is intelligible and sent to the correct recipient.
    • Expect the learner to identify a clear risk (e.g., stranger, phishing link) and a suitable safe action (e.g., not clicking, telling a trusted adult).
    • Award credit for creating a password that meets basic security criteria: at least 8 characters and a mix of letters and numbers.
    • Look for the application of a logical step such as checking the internet connection or restarting the app, rather than giving up.
    • Award credit for independently powering on a device, unlocking it, and locating a personal leisure app (e.g., YouTube, Spotify, games).
    • Award credit for demonstrating safe and appropriate use of an informal communication tool, such as composing a message with correct recipient selection and sending.
    • Award credit for showing awareness of basic online safety when engaging in leisure or communication, such as not sharing personal details publicly.
    • Award credit for using digital devices to access and engage with content of personal interest, evidenced by a log or observation.
    • Award credit for demonstrating the ability to power on and unlock a device
    • Award credit for independently launching a specified leisure app
    • Award credit for sending a message that includes a greeting or basic information
    • Award credit for showing awareness of not sharing personal details in messages
    • Award credit for demonstrating the ability to use a search engine or app to locate specific information (e.g., bus times, weather) and identify the relevant result.
    • Award credit for producing a simple digital document or message (e.g., a short note, a photo with a caption) using appropriate editing tools.
    • Award credit for sending and receiving a message using a digital communication method (e.g., text, email, or social media post) with support as needed.
    • Award credit for explaining at least two key rules for staying safe online, such as not sharing personal details or recognising suspicious links.
    • Award credit for independently applying a basic troubleshooting step, such as restarting a device or checking that it is plugged in, when a common problem occurs.
    • Award credit for successfully searching for and retrieving specified information from a given website or app
    • Award credit for creating a short message with at least one edited element (e.g., spelling correction)
    • Award credit for sending a communication to a given contact and receiving a reply
    • Award credit for identifying and describing at least two unsafe online scenarios
    • Award credit for correctly performing a basic troubleshooting step (e.g., restarting device) when faced with a simulated problem
    • Award credit for demonstrating the ability to switch on a device and identify a relevant icon to access a leisure activity (e.g., music, games, camera).
    • Award credit for evidence of using a simple communication feature, such as sending a pre-written message or emoji to a known contact.
    • Award credit for showing an awareness of basic safety rules, like only communicating with approved people and not sharing personal information.
    • Award credit for independently navigating back to the home screen after completing a task.
    • Award credit for demonstrating the ability to find, store, and retrieve information on a digital device for a personal purpose, such as searching for local services and saving relevant details.
    • Expect evidence of creating and editing a simple digital document or image, with clear examples of formatting changes and content updates.
    • Assess the use of at least one digital communication method (e.g., email, messaging app) to convey a message appropriately for a non-work scenario, including recipient, subject, and body.
    • Look for explicit application of safe practices while online, such as using a strong password, adjusting privacy settings, or identifying phishing attempts.
    • Credit the demonstration of a logical approach to resolving a basic technical problem, like restarting a device, checking connections, or using help functions.
    • Award credit for demonstrating the ability to locate, select, and organise digital information relevant to a personal task, such as comparing utility providers or finding local health services.
    • Identify where the learner creates and edits straightforward digital content (e.g., a letter, a budget spreadsheet, or a photo collage) using appropriate software, showing awareness of basic formatting and file management.
    • Recognise the use of at least two digital communication methods (e.g., email, instant messaging, social media) with appropriate tone and language for the audience and purpose.
    • Assess the learner’s application of safety practices, including creating strong passwords, recognising phishing attempts, and protecting personal data when transacting or sharing information online.
    • Look for evidence of systematic troubleshooting for common technical problems, such as checking connections, restarting devices, or using help functions, and knowing when to seek further support.
    • Award credit for demonstrating safe practices such as creating strong passwords, recognising phishing attempts, and knowing when to ask for help with suspicious content.
    • Award credit for successfully using a digital tool (e.g., an online form, a recipe app, or a journey planner) to complete a specified personal or household task with minimal support.
    • Award credit for evidence of digital communication with others, showing appropriate tone and respect for privacy, such as a polite message or a video call screenshot with consent.
    • Award credit for demonstrating the ability to identify and follow online safety rules, such as not sharing personal information or passwords.
    • Award credit for successfully using a digital device to complete a simple personal or household task (e.g., setting a reminder, searching for a recipe, or checking a weather forecast).
    • Award credit for showing effective use of a digital communication method to interact with friends or family (e.g., sending a text, making a video call, or posting a message in a group chat).
    • Award credit for explaining at least one way to stay safe online, including recognising and avoiding suspicious links or requests.
    • Award credit for demonstrating the ability to power on/off a device and launch a basic application safely, with no input from the assessor.
    • Award credit for providing evidence of carrying out a simple personal or household task using digital skills (e.g., using a shopping list app, setting a reminder, or finding a recipe online), with clear screenshots or observation records.
    • Award credit for showing a completed communication activity with a friend or family member via a chosen digital method (e.g., a text message, a WhatsApp message, or a video call), including evidence of respectful and responsible interaction.
    • Award credit for confirming understanding of basic online safety rules (e.g., not sharing passwords, logging out of shared devices, recognising suspicious messages) through a short question-and-answer or witness statement.
    • Award credit for demonstrating the ability to locate a specific piece of everyday information (e.g., a bus timetable, a recipe) using a digital device or application.
    • Award credit for producing a simple piece of digital content, such as a typed note, a voice recording, or a photograph, and saving it with assistance if needed.
    • Award credit for using a basic communication function (e.g., sending a text message, making a video call) to convey a message to a familiar person.
    • Award credit for identifying and articulating at least one safe practice when online, such as not sharing passwords or logging out of a shared device.
    • Award credit for recognising a common technical issue (e.g., device not turning on, app frozen) and attempting a simple solution, such as restarting the device or asking for help.
    • Award credit for demonstrating the ability to search for and select relevant information from a given online source (e.g., finding a recipe or bus timetable), evidenced through screenshots or logged search terms.
    • Credit should be given for successfully creating a simple digital document (e.g., a text note or a social media post) and performing an edit such as changing font size or correcting a spelling error, with clear before-and-after evidence.
    • Assessors must see proof of digital communication, such as sending an email or a message with an appropriate tone and clear recipient, with attention to basic etiquette and safety (e.g., not sharing personal details unnecessarily).
    • Evidence of safe online behavior is required: the learner should show they can identify a secure website (looking for ‘https’ and padlock icon) and explain why they would not click on a suspicious link or pop-up.
    • For technical problems, credit is awarded for identifying a common issue (e.g., device not connecting to Wi-Fi) and attempting at least one appropriate fix—such as checking settings, restarting the device, or asking for help—documented via a short witness statement or reflective log.
    • Award credit for demonstrating the ability to locate and select relevant information from given websites or apps to complete a set task (e.g., checking weather, finding a recipe).
    • Award credit for successfully creating and saving a simple digital document, such as a shopping list or a short note, using appropriate software or app.
    • Award credit for showing competence in sending a digital message (email or text) with a clear subject, appropriate tone, and attachment if required.
    • Award credit for evidencing safe online habits, such as verifying a website's trustworthiness, recognizing a phishing attempt, or explaining why a strong password is important.
    • Award credit for correctly responding to a common technical issue (e.g., frozen screen, app not responding, no internet) by describing or demonstrating a basic troubleshooting step.
    • Award credit for demonstrating the ability to switch on a device, log in securely (e.g., using a simple password), and recognise basic safety icons such as the padlock symbol on a website.
    • Award credit when the learner can identify and avoid common online risks (e.g., not clicking on unknown pop-ups, not sharing personal details with strangers) and explain why these actions are unsafe.
    • Award credit for using a simple digital tool to complete a personal task, such as opening a weather app to check the forecast, using a map to find directions, or selecting items for a digital shopping list, with minimal support.
    • Award credit for planning a leisure activity using an online resource, for example browsing a simple website to find cinema times or a recipe, and demonstrating the ability to navigate between pages.
    • Award credit for initiating or responding to a basic digital communication, such as sending a pre-written text message, making a voice call using an icon, or joining a video call with visual prompts.
    • Award credit when the learner shows basic digital etiquette in communication, such as writing a simple greeting in a message and knowing when it is appropriate to call.
    • Award credit for demonstrating a clear understanding of basic online safety practices, such as recognising phishing attempts, creating strong passwords, and explaining why personal information should not be shared publicly.
    • Award credit when the learner successfully uses a digital device or application to plan or complete a task, such as searching for a bus timetable, selecting items on a shopping website, or using a calendar app to schedule an event.
    • Credit should be given for effective digital communication, including composing and sending a short, coherent message (e.g., text, email, or social media post) to a family member or friend, and responding appropriately to a received communication.
    • Award credit for demonstrating an ability to recognise potential online risks, such as suspicious emails or unsafe websites, and explaining how to respond safely (e.g., not sharing personal details).
    • Award credit for providing evidence of using a digital device or application to complete a simple household task or plan a leisure activity, such as using a shopping list app, finding a recipe online, or checking a bus timetable.
    • Award credit for demonstrating clear and appropriate communication with a familiar person using a digital method, such as sending a text message, making a video call, or sharing a photo, while adhering to basic etiquette and safety.
    • Award credit for showing responsible behaviour, such as logging out of shared devices, keeping passwords private, or treating personal information appropriately.
    • Award credit for demonstrating the ability to locate, retrieve, and store digital information using appropriate tools (e.g., search engines, file management) in a real-life scenario.
    • Credit should be given for successfully creating and editing a simple digital document (e.g., a text file, image, or message) using basic software functions.
    • Evidence of effective digital communication includes composing and sending an appropriate message via email or messaging platform, with attention to purpose and audience.
    • Learners must show understanding of safe practices, such as creating strong passwords, identifying suspicious content, and respecting privacy settings when using digital devices.
    • When facing a common technical issue (e.g., device frozen, app not responding), credit recognition of the problem and application of a basic fix, such as restarting the device or checking connections.
    • Award credit for demonstrating a methodical approach to finding information online, such as using a search engine and noting sources.
    • Evidence must show the ability to create and save a simple digital document (e.g., a text file or note) with basic formatting.
    • Assessors should look for successful sending and receiving of an email, including adding a recipient and a subject line.
    • Credit is given for identifying at least one safe practice, like creating a strong password, and explaining why it matters.
    • When handling a technical problem, the learner must describe or perform at least one troubleshooting step (e.g., restarting a device, checking Wi‑Fi).
    • Award credit for demonstrating the ability to power on a device and navigate to a simple application independently.
    • Evidence should include the successful sending of at least one informal message (e.g., text or photo) with minimal support.
    • Assessors should look for the learner’s ability to select and use a leisure feature (e.g., play a video, open a game) without prompts.
    • Award credit for demonstrating safe practices, such as keeping passwords private and logging out of accounts on shared devices.
    • Award credit for showing step-by-step use of a digital tool to complete a given household or leisure task, with evidence of the outcome.
    • Award credit for correctly using communication features (e.g., sending a message, making a video call) and identifying appropriate etiquette.
    • Award credit for demonstrating the ability to search for, select, and organise simple information from digital sources, such as finding a recipe or bus timetable online.
    • Award credit for creating and editing a straightforward digital document, such as a budget spreadsheet or a text document with basic formatting like bold and alignment.
    • Award credit for using a digital communication tool (e.g., email, text messaging, video call) to exchange messages with a clear purpose, such as confirming an appointment.
    • Award credit for showing consistent use of safety practices, like choosing strong passwords, logging out of shared devices, and recognising suspicious links or phishing attempts.
    • Award credit for responding appropriately to a common technical problem, such as reconnecting to Wi-Fi, closing unresponsive applications, or seeking help from a trusted source.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always capture evidence of a pre-task safety check, such as a photo of you reading the Wi-Fi network name before connecting.
    • 💡When demonstrating communication, include a clear subject line or opening greeting to show you are interacting appropriately.
    • 💡Prepare for observations by practising each step aloud, explaining why you are taking a particular action to show understanding of responsible use.
    • 💡During assessment, take your time to read on-screen instructions carefully before clicking or tapping; it’s not a speed test.
    • 💡Practice sending a message to a specific recipient before the assessment to become familiar with the app’s interface.
    • 💡Show your assessor that you can explain why you chose a particular digital activity or communication method for the task.
    • 💡If you make a mistake, stay calm and demonstrate how to correct it (e.g., deleting a post, re-sending a message) – this shows competence.
    • 💡Always read the scenario carefully: it will tell you exactly what digital task you need to perform (e.g., find a train time, send a photo).
    • 💡For information-handling tasks, show your steps: how you found the information is as important as the answer itself.
    • 💡When creating content, check for simple errors like spaces after full stops, capital letters at the start of sentences, and correct spelling of common words.
    • 💡In communication tasks, make sure you include a greeting and the key point – assessors are looking for clear, complete messages.
    • 💡For safety questions, link your answer to the specific situation given; don't just list general rules.
    • 💡If a device problem occurs during an assessment, take a breath and try one thing at a time, explaining what you are doing – this shows your troubleshooting skill.
    • 💡Practice navigating the device and apps repeatedly so that operations become automatic, reducing anxiety during assessment.
    • 💡Keep a simple log or screenshots of digital activities (with dates) as evidence for your portfolio, ensuring they clearly show the skill being demonstrated.
    • 💡During observed assessments, narrate your steps aloud to demonstrate understanding (e.g., 'I am now opening the app and selecting a song to play').
    • 💡Focus on a few specific tasks you are confident with rather than trying to cover too many skills, quality over quantity.
    • 💡Build confidence by practicing device navigation in short, frequent sessions
    • 💡During assessment, carefully read on-screen prompts before tapping
    • 💡Create a checklist of safe message content to self-check before sending
    • 💡If unsure about a function, use basic troubleshooting like restarting the app before asking for help
    • 💡When searching for information, use short, clear words (e.g., 'weather London today' not 'what is the weather like in London right now').
    • 💡Always save your work every few minutes and before you close the app – get into that habit early.
    • 💡Before you send a message or post online, pause and think: 'Would I be happy for a stranger to see this?'
    • 💡If an app stops working or the screen freezes, the first thing to try is turning the device off and on again – this fixes many simple problems.
    • 💡Practice using different apps to build confidence; focus on basic navigation and core functions
    • 💡During assessment, clearly narrate your steps when solving a technical problem to show understanding
    • 💡Always check for spelling and clarity in any created content before submitting
    • 💡When demonstrating safety, explain why you are taking an action, not just what you are doing
    • 💡Use real-life scenarios to practice, such as finding a bus timetable or sending a message to a family member
    • 💡Practise with the exact device model that will be used in assessment to build muscle memory for key actions like swiping, tapping, and using volume controls.
    • 💡In practical demonstrations, narrate your actions (“I am pressing the home button to go back”) to show assessors your decision-making even if you make a minor error.
    • 💡For communication tasks, have a pre-agreed simple message or emoji sequence ready so you can focus on navigation rather than composing on the spot.
    • 💡If you get stuck, show that you can ask for help appropriately, as assessor interaction for guidance is often permitted at this level.
    • 💡Provide annotated screenshots or a screen recording as evidence, clearly showing each step of the digital task.
    • 💡Use a checklist aligned with the assessment criteria to ensure all safety and responsibility aspects are documented.
    • 💡When troubleshooting, describe the problem, the steps attempted, and the outcome, even if unresolved, to demonstrate methodical thinking.
    • 💡For communication tasks, capture the full context, including the sent message and any response, to prove effective interaction.
    • 💡When building your portfolio, include screenshots or screen recordings that clearly show each step of your digital tasks, with annotations explaining your choices.
    • 💡For safety-related criteria, produce a short log of real-life scenarios where you identified and mitigated risks, such as spotting a suspicious email.
    • 💡Use a variety of digital tools in your evidence, but focus on quality rather than quantity—ensure each piece demonstrates a different skill from the learning outcomes.
    • 💡If you encounter a problem during an assessed task, document your troubleshooting process as this can provide evidence for the ‘responding to technical problems’ objective.
    • 💡Build a portfolio of evidence by taking screenshots or keeping annotated printouts of tasks you complete, such as booking a leisure ticket online.
    • 💡Use witness testimonies from a tutor, support worker, or family member to confirm your ability to perform digital tasks independently.
    • 💡Practice tasks multiple times before assessment day to reduce anxiety and ensure smooth performance.
    • 💡Always show your awareness of online safety by mentioning why you log out or avoid clicking unknown links in your evidence narration.
    • 💡Practice each digital task multiple times before the assessment to build confidence and reduce errors during the observed task.
    • 💡Verbally explain your actions and safety considerations as you perform them, as this provides clear evidence of understanding and responsible behaviour.
    • 💡When communicating digitally, demonstrate both initiating contact and responding appropriately, and explicitly mention why you are not sharing sensitive details.
    • 💡Prepare a simple checklist or plan for the personal or leisure task to show organisational skills and ensure you meet all requirements.
    • 💡Collect a variety of evidence types (screenshots, printouts, photos of the learner using the device, and witness testimonies) to demonstrate competence across all learning objectives.
    • 💡Ensure that safety practices, such as logging out or using privacy settings, are explicitly shown or described in the evidence, as these are key assessment criteria.
    • 💡For communication tasks, save the actual message or call log as evidence, and briefly annotate it to explain how it was sent responsibly.
    • 💡Use a step-by-step visual diary to capture the process of completing a digital task, as this helps to prove independent achievement at Entry 1 level.
    • 💡In assignment evidence, clearly describe or demonstrate each step of the digital task, even if guided, to show understanding of the process.
    • 💡When demonstrating online safety, link your actions directly to a stated risk (e.g., 'I don't share my password because someone might access my account').
    • 💡For technical problems, show that you can identify the problem before attempting a fix, and if unsuccessful, know how to seek appropriate support.
    • 💡When completing coursework, always capture step-by-step screenshots or ask a witness to confirm your actions; this provides clear evidence of both process and outcome.
    • 💡For the safety criterion, deliberately include a moment in your portfolio where you explain why you chose NOT to do something—like not clicking a link—as this demonstrates critical evaluation.
    • 💡Practice explaining technical problems in simple terms; in assessments, use phrases like ‘I tried… and then…’ to show your problem-solving process, even if you ultimately needed assistance.
    • 💡Before submitting, review your digital content edits to ensure you haven’t left any personal data visible in screenshots (e.g., email addresses, passwords) and that your communications show respectful language.
    • 💡When completing practical tasks, narrate or write down each step you take to provide clear evidence of your process, especially for troubleshooting scenarios.
    • 💡For safe online practice assessments, explicitly state what makes a password strong or how you decided a website was safe rather than just performing the action.
    • 💡If you encounter a technical problem during the assessment, handle it calmly and explain what you tried – this can still demonstrate your problem-solving skills even if not fully resolved.
    • 💡Always demonstrate a safety check before any digital activity, such as looking for the padlock on websites or asking for a support person to verify an unfamiliar request.
    • 💡In assessments, clearly verbalise each step you are taking (e.g., 'I am now opening the app to send a message') so the assessor can see your understanding even if you need physical help.
    • 💡Practice using the exact device that will be used in the assessment to build familiarity with the icons, keyboard, and navigation gestures.
    • 💡If you make a mistake, show that you can correct it calmly, such as using the back button or deleting an incorrect word—this demonstrates problem-solving skills.
    • 💡During communication tasks, remember to include a polite opening and closing in text messages to demonstrate appropriate digital behaviour, and confirm contact identity before sharing information.
    • 💡When demonstrating safe use, always verbalise your decision-making process (e.g., “I won’t click this link because it looks suspicious”) to evidence understanding.
    • 💡For task planning, document each step of your digital process, such as screenshots or a brief written log, to provide clear assessable evidence.
    • 💡Practise composing different types of messages (SMS, email) and ask a peer or tutor to review them for clarity and appropriateness before assessment.
    • 💡When building a portfolio, include a variety of evidence types such as screenshots, written notes, and witness statements to show consistent skill use across different situations.
    • 💡For the safety criterion, create a simple log or test yourself on spotting risky scenarios—this can be strong evidence of critical thinking.
    • 💡Practice using digital tools in real-life contexts before the assessment, and document the steps you took, including any help you needed, to show authentic learning.
    • 💡Remember that the assessor is looking for practical application, not perfection. If you make a mistake, reflect on it and show how you corrected it—this demonstrates learning.
    • 💡When completing assignments, provide clear screenshot evidence or a witness statement that verifies your practical task, rather than just describing what you did.
    • 💡Practice using different devices (tablet, smartphone, laptop) to build confidence; assessments may require flexibility.
    • 💡For safety and responsibility tasks, always reference the specific risks (e.g., phishing, oversharing) and explain how you mitigated them.
    • 💡Keep a log of technical problems you've solved during the course; this can serve as supplementary evidence for the troubleshooting assessment criterion.
    • 💡For practical assessments, narrate your steps aloud as you perform them – it shows understanding even if a technical glitch occurs.
    • 💡When demonstrating online safety, mention both the action (e.g., not clicking suspicious links) and the reason (e.g., avoiding malware).
    • 💡If a task involves creating content, proofread your work for spelling and clarity; even simple checks improve evidence of editing skills.
    • 💡During troubleshooting tasks, document what you tried before asking for help; this demonstrates systematic problem‑solving and is often rewarded.
    • 💡During assessment, take your time and ask for clarification if a task is unclear; assessors can offer support appropriate to Entry 1.
    • 💡Practice turning the device on and off, and opening and closing your favourite app a few times beforehand to build confidence.
    • 💡For communication tasks, have a simple message ready to type or select, like a pre-set greeting or emoji, to reduce pressure.
    • 💡Provide annotated screenshots or a witness statement to clearly evidence each step of your digital task.
    • 💡Always mention an e-safety consideration relevant to the activity, even if not explicitly asked.
    • 💡Use simple language and avoid jargon; assessors need to see practical capability, not technical vocabulary.
    • 💡When demonstrating digital communication, always include a clear subject line and a polite greeting/closing—this shows purpose and audience awareness.
    • 💡For safe online behavior, mention specific actions you take (e.g., checking for the padlock icon in the browser before entering card details) rather than just stating 'be safe'.
    • 💡If you encounter a technical problem, describe the steps you tried before seeking help, as assessors look for problem-solving initiative, not just a final solution.
    • 💡Tip 1: Use the assessment criteria as a checklist. For each unit, break down the criteria into smaller tasks and tick them off as you complete evidence. This ensures you don't miss any requirements and makes portfolio building manageable.
    • 💡Tip 2: Include a range of evidence types. Don't rely solely on written work. Use photos, videos, or audio recordings to demonstrate practical skills, especially for vocational units. This shows your ability to apply learning in real situations.
    • 💡Tip 3: Reflect on your progress. After each activity, write a short reflection on what you learned, what went well, and what you would improve. This demonstrates personal development and helps you meet criteria related to self-assessment.

    Common Mistakes

    Common errors to avoid in your coursework

    • Seeking assistance too late after encountering an unexpected pop-up or request, rather than stopping and asking immediately.
    • Assuming all information online is true without cross-checking, such as believing every search result is accurate.
    • Forgetting to log out of shared or public devices, potentially allowing others to access personal accounts.
    • Using obvious or easily guessed passwords like ‘1234’ or their own name.
    • Learners often confuse informal and formal communication styles and may use overly casual or inappropriate language in a semi-formal context.
    • Forgetting to check message recipients can lead to sending personal messages to the wrong person or group.
    • Difficulty distinguishing between public and private online spaces; learners may inadvertently share private information on social media.
    • Rushing through tasks without reading on-screen prompts, leading to accidental deletions or app installations.
    • Trying to access information by typing full questions into the address bar instead of using a search engine or navigating a site menu.
    • Assuming all information found online is true without checking another source or considering the date.
    • Saving documents without giving them a meaningful file name, making them hard to find later.
    • Using the same easy-to-guess password across multiple accounts or writing passwords where others can see them.
    • Clicking on pop-up adverts or links without understanding they might lead to unsafe sites.
    • Panicking when a device freezes and pressing many buttons randomly instead of trying one troubleshooting step at a time.
    • Confusing informal digital communication with formal emails, using inappropriate tone or language for the context.
    • Forgetting passwords or struggling with login procedures, leading to frustration and disengagement.
    • Neglecting basic privacy settings, such as accidentally sharing location or personal information on public platforms.
    • Over-reliance on a single app or function without exploring other features that could enhance leisure or communication.
    • Mistaking the power button or not holding it long enough to turn on the device
    • Tapping incorrect icons due to lack of familiarity with touchscreen gestures
    • Including personal information like address or phone number in public messages
    • Forgetting to check message recipients before sending
    • Typing full questions into a search engine instead of using key words, leading to irrelevant results.
    • Forgetting to save a document or message before closing the app, resulting in lost work.
    • Sharing passwords or personal information (like address or phone number) online without understanding the risks.
    • Assuming the device is broken when it freezes or an app stops responding, without trying simple fixes like restarting.
    • Clicking on advertisements or pop-ups while browsing, which may lead to unwanted content or scams.
    • Confusing saving and downloading information, leading to lost files
    • Not checking message recipient before sending, resulting in misdirected communication
    • Using the same password for all accounts, compromising overall security
    • Giving up quickly when a device freezes instead of trying a simple restart
    • Assuming all online information is accurate without verification
    • Confusing app icons or buttons, leading to opening the wrong application.
    • Not knowing how to return to the home screen or close an app, causing frustration and reliance on support.
    • Overlooking the need to wait for a device to respond, resulting in repeated tapping and accidental actions.
    • Attempting to type free text without awareness of on-screen keyboard functions, often leading to garbled messages.
    • Confusing saving to a cloud service with saving locally, leading to lost files or version conflicts.
    • Using inappropriate or informal language when communicating digitally, not adapting tone for the audience.
    • Forgetting to log out of shared devices or revealing personal information in public online spaces.
    • Ignoring error messages and attempting random fixes without understanding the issue.
    • Misunderstanding the difference between editing content and simply viewing it, resulting in incomplete submissions.
    • Relying on the first search result without verifying the source’s reliability, leading to misinformation.
    • Saving documents in inappropriate formats or losing files due to poor file-naming conventions and folder structures.
    • Using the same informal register in professional emails as in text messages, neglecting subject lines and signatures.
    • Sharing personal details unnecessarily on public platforms or failing to adjust privacy settings, increasing vulnerability to scams.
    • Describing a software glitch vaguely (e.g., 'it’s broken') rather than specifying error messages or steps taken, making it harder to resolve.
    • Forgetting to log out of accounts on shared or public devices, potentially compromising security.
    • Oversharing personal details on social media or in messages without considering who can see the information.
    • Assuming all information found online is accurate or trustworthy without checking sources.
    • Not recognising the difference between a secure website (https) and an unsecure one when entering payment details.
    • Struggling to navigate app interfaces because of unfamiliarity with common icons (menu, home, back).
    • Forgetting to log out of shared or public devices, compromising personal security.
    • Struggling to distinguish between reliable and unreliable information when searching online for tasks.
    • Accidentally pressing incorrect icons or buttons due to lack of familiarity, leading to unintended actions like deleting a message or exiting an app.
    • Sharing too much personal information on social media or messaging platforms without understanding the risks.
    • Learners often share passwords with others or write them in visible places, compromising account security.
    • Many forget to log out of accounts on shared or public devices, leaving personal information accessible.
    • Some learners click on pop-ups or suspicious links without understanding the risks of malware or scams.
    • When communicating online, learners may inadvertently share too much personal information with strangers or on public forums.
    • There is a tendency to rely on others to complete digital tasks instead of developing independent steps, leading to incomplete evidence.
    • Confusing icons or apps, e.g., mistaking the photo gallery for the camera, leading to difficulty in finding or creating content.
    • Forgetting to save work or accidentally deleting content due to unfamiliarity with basic file management.
    • Sharing personal information (full name, address) publicly without understanding privacy settings or risks.
    • Assuming a device is broken when it simply needs charging or a basic restart, rather than attempting simple troubleshooting steps.
    • Learners often type full email addresses or passwords into a search engine instead of the intended login field, confusing the search box with a sign-in form.
    • A frequent error is assuming all information on a website is reliable without checking the source, or downloading files from unsafe sites that may contain malware.
    • Many learners attempt to edit content but forget to save changes, or they overwrite the original file accidentally, losing the previous version.
    • In communication tasks, learners may overshare personal details (e.g., home address, phone number) on public platforms or in group messages, failing to distinguish between private and public audiences.
    • Confusing the process of saving a file versus printing a document, leading to work not being stored correctly.
    • Assuming all online information is reliable without checking the source or date, resulting in using outdated or false content.
    • Overlooking the importance of logging out of shared devices, potentially compromising personal accounts and data.
    • Ignoring software update notifications because they seem time-consuming, leaving devices vulnerable to security risks.
    • Believing that everything seen online is true or that all pop-ups must be clicked, leading to potential security issues.
    • Forgetting to log out of accounts on shared devices or leaving devices unlocked, which compromises personal privacy and safety.
    • Confusing app icons and functions, for example mixing up the phone call and message icons, or struggling to locate the home button.
    • Typing errors when entering web addresses or search queries, and not realising that autocorrect can change the intended meaning of a message.
    • Sharing personal information like address or phone number in public online spaces without understanding the risks, or using the same simple password across multiple accounts.
    • Mishandling personal information, such as sharing passwords or posting addresses online without understanding the risks.
    • Struggling to navigate basic interfaces or search functions, leading to frustration and incomplete tasks.
    • Using overly informal or unclear language in digital communication, or forgetting to check message clarity before sending.
    • Assuming that all information and contacts online are trustworthy, leading to oversharing of personal details or clicking on unsafe links.
    • Forgetting basic security steps, such as logging out of accounts on shared or public devices, or failing to set strong, unique passwords.
    • Struggling to adapt communication style for different digital contexts, such as using overly formal language in a quick text or being too casual in a more structured email.
    • Difficulty navigating between apps or windows to complete a task, such as switching from a browser to a messaging app without losing their place.
    • Learners often confuse saving a file to a device versus saving to cloud storage, leading to lost work or inability to locate files later.
    • Many learners neglect to proofread or check the recipient before sending digital communications, resulting in errors or privacy breaches.
    • A common misconception is that a strong password is hard to remember; learners may choose simple passwords or reuse them across accounts, compromising security.
    • When encountering technical issues, learners may immediately seek help without attempting basic troubleshooting steps like restarting the device or checking the internet connection.
    • Learners often confuse uploading and downloading, leading to files being misplaced or lost.
    • Many forget to save their work regularly, resulting in lost progress if a device malfunctions.
    • Using weak or obvious passwords (e.g., 'password123') is a frequent oversight, compromising account security.
    • When communicating online, some omit subject lines in emails, making messages seem unprofessional or unclear.
    • Troubleshooting attempts are often abandoned quickly; learners may not check simple things like volume or power cables.
    • Confusing the icons for different apps, such as mistaking the phone icon for the messages icon.
    • Forgetting to check device battery level and speaking negatively when it turns off unexpectedly.
    • Tapping icons too forcefully or holding too long, leading to accidental deletion or device confusion.
    • Learners often forget to check privacy settings before sharing information online.
    • Confusing similar icons or buttons, leading to incorrect actions like deleting instead of sending.
    • Assuming all websites are safe without verifying padlock/source, risking data entry on unsecure sites.
    • Students often confuse saving a file locally versus saving to cloud storage, leading to difficulty locating documents later.
    • A frequent error is using the same weak password for multiple accounts or sharing passwords with friends, compromising security.
    • When creating content, learners sometimes copy and paste large chunks of text without understanding copyright or plagiarism, which can be problematic in assessed work.
    • Many learners struggle to differentiate between reliable and unreliable websites, trusting information from sponsored ads or opinion blogs without verification.
    • Misconception: 'Entry Level qualifications are not recognised by employers or colleges.' Correction: Entry Level qualifications are widely accepted as evidence of foundational skills. Many colleges and training providers use them as stepping stones to Level 1 and 2 courses, and employers value the practical skills they demonstrate.
    • Misconception: 'You don't need to study for this qualification; it's just common sense.' Correction: While the content is practical, it requires consistent effort to build evidence for the portfolio. Each unit has specific criteria that must be met, and students need to reflect on their learning to achieve the best outcomes.
    • Misconception: 'The portfolio is just a collection of worksheets.' Correction: A portfolio should include a variety of evidence, such as photos, witness statements, and reflective logs. It must show how skills are applied in different contexts, not just completed tasks.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills at Entry 2 level or equivalent, as the course builds on these foundations.
    • •An interest in developing practical skills for everyday life and work, as the qualification is hands-on and requires active participation.
    • •Willingness to work independently and in groups, as many units involve collaborative projects and self-directed learning.

    Key Terminology

    Essential terms to know

    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Use digital skills and/or devices for personal/leisure purposes.2. Use digital skills and/or devices for informal communication purposes.
    • Navigating digital information
    • Creating and editing simple content
    • Online communication methods
    • Staying safe online
    • Basic troubleshooting strategies
    • 1. Use digital skills and/or devices for personal/leisure purposes.2. Use digital skills and/or devices for informal communication purposes.
    • Device familiarity and basic operation
    • Accessing leisure and entertainment content
    • Informal digital communication
    • Online safety and responsible use
    • Problem-solving in digital contexts
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • Information management in daily life
    • Basic digital content creation
    • Digital communication tools
    • Safe and responsible online behaviour
    • Troubleshooting common device issues
    • 1. Use digital skills and/or devices for personal/leisure purposes.2. Use digital skills and/or devices for informal communication purposes.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.
    • 1. Use digital skills and/or devices for personal/leisure purposes.2. Use digital skills and/or devices for informal communication purposes.
    • 1. Be able to use digital skills safely and responsibly.2. Be able to use digital skills when carrying out a simple personal or household task or planning a personal or leisure activity.3. Be able to use digital skills to communicate with friends and family.
    • 1. Be able to use digital skills to handle information outside of the work environment.2. Be able to create and edit digital content outside of the work environment.3. Be able to use digital skills to communicate outside of the work environment.4. Be able to go online and use digital devices safely and responsibly outside of the work environment.5. Be able to respond to technical problems outside of the work environment.

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