Developing and Presenting Information Using ICT
WJEC-CBAC
Vocational
This element develops essential ICT skills for creating, editing, organising and presenting information using common software applications like word processors and presentation tools. Learners focus on tailoring content for specific purposes and audiences, building competence crucial for both workplace tasks and everyday life scenarios such as producing letters, notices or simple reports.
25
Learning Outcomes
44
Assessment Guidance
46
Key Skills
23
Key Terms
51
Assessment Criteria
Assessment criteria
WJEC Level 1 Award In Essential Skills for Work and Life
WJEC Entry Level Award In Essential Skills for Work and Life (Entry 2)
WJEC Entry Level Certificate In Essential Skills for Work and Life (Entry 1)
WJEC Entry Level Diploma In Essential Skills for Work and Life (Entry 1)
WJEC Entry Level Award In Essential Skills for Work and Life (Entry 1)
WJEC Entry Level Award In Essential Skills for Work and Life (Entry 3)
WJEC Level 1 Certificate In Essential Skills for Work and Life
WJEC Entry Level Diploma In Essential Skills for Work and Life (Entry 3)
WJEC Entry Level Diploma In Essential Skills for Work and Life (Entry 2)
WJEC Level 2 Certificate In Essential Skills for Work and Life
WJEC Entry Level Certificate In Essential Skills for Work and Life (Entry 3)
WJEC Entry Level Certificate In Essential Skills for Work and Life (Entry 2)
Topic Overview
The WJEC Entry Level Award in Essential Skills for Work and Life (Entry 1) is a foundational qualification designed to help students develop the practical skills needed for employment and independent living. It covers key areas such as communication, numeracy, digital skills, and personal development, all at an entry level suitable for learners who are building confidence and basic competencies. This qualification is part of the Foundations for Learning suite, which aims to prepare students for further study, work, or daily life by focusing on real-world applications.
This award is particularly valuable for students who may find traditional academic qualifications challenging, as it emphasizes hands-on, functional learning. Topics include understanding instructions, handling money, using technology safely, and working with others. By completing this qualification, students gain a recognised credential that demonstrates their ability to apply essential skills in practical contexts, boosting their employability and self-reliance.
The qualification is structured around units that can be studied individually or as part of a broader programme. It is assessed through portfolio work and task-based activities rather than formal exams, making it accessible and less stressful. This approach allows students to showcase their skills in a supportive environment, building a foundation for progression to higher levels or vocational training.
Key Concepts
Core ideas you must understand for this topic
- →Functional Communication: Understanding and following simple instructions, asking for help, and expressing basic needs in work and social settings.
- →Basic Numeracy: Counting, recognising numbers, handling money, and understanding time in everyday contexts like shopping or travel.
- →Digital Literacy: Using a computer or mobile device for simple tasks such as sending an email, searching online, or staying safe on the internet.
- →Personal Development: Building confidence, managing emotions, and working cooperatively with others in group activities.
- →Problem-Solving: Identifying simple problems and finding practical solutions, such as what to do if you miss a bus or need to ask for directions.
Learning Objectives
What you need to know and understand
- Be able to enter and edit information using ICT. (ICT1.3), Be able to organise information according to purpose. (ICT1.3), Be able to develop and amend information. (ICT1.3), Be able to use ICT to present information for a purpose and an audience. (ICT1.3)
- Be able to use ICT to present information., Be able to amend information., Be able to display information through ICT.
- Enter personal details accurately into a simple digital form or document.
- Use basic ICT tools to amend and correct entered information.
- Delete specified data without affecting surrounding content.
- Present prepared information clearly and audibly to an audience.
- Select and display information using a simple ICT application.
- Be able to enter personal information. (ICTE1.3), Be able to present information through ICT. (ICTE1.3), Be able to delete and amend information. (ICTE1.3), Be able to present information orally. (ICTE1.3)
- Enter personal information accurately using a keyboard or touchscreen.
- Present entered information in a simple ICT format, such as a document or slide.
- Delete and amend incorrect or outdated personal data entries.
- Orally present personal information clearly to a familiar audience.
- Use basic formatting tools to improve the clarity of digital information.
- Enter text and numerical data into a word processing document using keyboard and mouse.
- Edit information by inserting, deleting, and moving text accurately.
- Organise information logically using headings and separate paragraphs.
- Amend information by correcting errors and improving clarity.
- Select appropriate formatting such as bold, italics, and font size for a given purpose.
- Present information clearly for a specific audience, using simple layout and graphics where appropriate.
- Be able to enter and edit information using ICT. (ICT1.3), Be able to organise information according to purpose. (ICT1.3), Be able to develop and amend information. (ICT1.3), Be able to use ICT to present information for a purpose and an audience. (ICT1.3)
- Be able to use ICT to present information., Be able to amend information., Be able to display information through ICT.
- Be able to enter personal information. (ICTE2.3), Be able to present information through ICT. (ICTE2.3), Be able to delete and amend information. (ICTE2.3), Be able to present information orally. (ICTE2.3)
- Be able to enter and edit information using ICT. (ICT1.3), Be able to organise information according to purpose. (ICT1.3), Be able to develop and amend information. (ICT1.3), Be able to use ICT to present information for a purpose and an audience. (ICT1.3)
- Be able to use ICT to present information., Be able to amend information., Be able to display information through ICT.
- Be able to use ICT to present information., Be able to amend information., Be able to display information through ICT.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating accurate data entry: entering text and numerical information with correct spelling, grammar and formatting.
- Evidence of editing skills: identifying and correcting errors, inserting/deleting text, and using undo/redo functions appropriately.
- Organising information logically: using headings, bullet points, numbered lists or tables to structure content according to the stated purpose.
- Developing and amending work based on feedback: showing clear iterations where information is refined or expanded, with annotations explaining changes.
- Presenting final output with awareness of audience and purpose: consistent formatting, appropriate images or charts, and suitable layout (e.g., print-ready or screen-friendly).
- Demonstrating file management: saving work with meaningful file names and in correct formats, and retrieving files as needed.
- Award credit for demonstrating the ability to open and use a suitable software application (e.g., word processor, presentation software) to produce a simple document or slide.
- Evidence must show the learner inputting original text and/or importing an image or graphic to convey a basic message.
- Assessors should look for successful amendment of information, such as correcting a spelling error, repositioning an image, or changing font style/size after initial entry.
- Credit is given for displaying the final information clearly through ICT output, for example by printing a document, presenting a slideshow, or saving a file in a designated location.
- Learners must demonstrate awareness of basic formatting tools (bold, alignment, bullet points) to enhance presentation where appropriate.
- Evidence of a completed digital entry with correct personal information, such as a screenshot or saved file.
- A printout or screen recording showing successful deletion and amendment of specified information.
- Recorded oral presentation demonstrating clear speech and logical delivery of content.
- Observable use of ICT to present information, e.g., displaying a slide or document on screen.
- Award credit for accurately entering personal details (e.g., full name, date of birth, address) into a given ICT application, demonstrating correct use of keyboard and navigation.
- Award credit for showing the ability to delete a specific character or word using the backspace or delete key, and to amend a piece of information (e.g., correcting a typo or updating a phone number).
- Award credit for orally presenting the information from the ICT output, such as reading from a screen or printed copy, and explaining what was entered and edited.
- Award credit for correctly typing and saving personal details (e.g., name, address) without errors.
- Evidence of producing a simple digital document containing personal information.
- Demonstrated ability to locate and correct a deliberate error in a given text.
- Oral presentation includes at least two pieces of personal information spoken clearly.
- Use of at least one formatting feature (e.g., bold, font size) to enhance readability.
- Award credit for accurate data entry with minimal typographical errors.
- Evidence of using at least two formatting features (e.g., bold, underline) appropriately.
- Information is clearly structured with a title and logical sequence.
- Amendments demonstrate improvement in clarity or accuracy.
- Enter and edit information accurately using ICT.
- Organise information logically according to purpose.
- Develop and amend information to improve clarity.
- Present information effectively for a given audience.
- Use appropriate software features (e.g., formatting, images).
- Award credit for demonstrating the ability to input and format text using a word processor, including basic font changes, alignment, and use of bullet points or numbering.
- Expect evidence of amending information by editing existing documents, such as correcting spelling errors, inserting or deleting text, and rearranging sentences or paragraphs.
- Credit should be given for displaying information appropriately, for instance using a simple table, chart, or image to support text, and ensuring the final output is legible and fit for purpose.
- Award credit for accurately typing personal details (name, address, date of birth) into a simple document or form, with minimal errors and appropriate use of keyboard or touchscreen.
- Award credit for demonstrating the ability to highlight and delete unwanted text or images, showing understanding of the backspace/delete key or on-screen delete icon.
- Award credit for making at least one amendment to the entered information (e.g., correcting a spelling mistake or updating a phone number) and explaining the change made.
- Award credit for presenting the final document on-screen and orally summarising the key personal information clearly, using a simple structure and appropriate volume, with or without cue cards.
- Award credit for demonstrating accurate data entry and error correction using appropriate software (e.g., word processor, spreadsheet).
- Look for evidence of logical organisation of information, such as clear structure, headings, and consistent formatting aligned with the stated purpose.
- Credit should be given for showing iterative development: saving versions, incorporating feedback, and amending content, layout, or data.
- Assess the presentation's suitability for the intended audience, including use of appropriate language, visuals, and accessibility features.
- Award credit for demonstrating the ability to open and use ICT software to create a document or presentation (e.g., word processor, slideshow).
- Credit given for entering and formatting text (font size, style) and inserting images or other media as appropriate.
- Evidence of amending information, such as correcting spelling/grammar errors, resizing images, or reordering content.
- Displaying information clearly, such as using headings, bullet points, or simple charts/tables where relevant.
- Saving and retrieving files correctly, showing basic file management.
- Award credit for successfully opening a suitable software application and entering text or data with minimal errors.
- Award credit for demonstrating the ability to make simple amendments to the information, such as correcting spelling mistakes or changing font style/size.
- Award credit for displaying the information through ICT, for example by viewing it on screen, printing a hard copy, or presenting it clearly to an assessor.
Assessment Guidance
Guidance for achieving higher grades
- 💡Collect evidence of every stage: screen captures of initial data entry, editing actions, and final outputs, clearly annotated to show ICT skills used.
- 💡When organising information, check the unit’s purpose statement first and ensure your structure mirrors that—e.g., a leaflet for customers vs. a report for a manager.
- 💡Take advantage of built-in tools such as spell check, alignment buttons and templates, but also show you can customise them to meet the brief.
- 💡Retain draft versions and clearly label them to demonstrate development, including feedback from peers or tutors and how you acted upon it.
- 💡Before starting, plan your content on paper to ensure your ICT output has a logical structure and meets the task brief.
- 💡When amending, always use ‘Save As’ to keep original versions—this shows clear evidence of your editing process.
- 💡For the display outcome, if printing is required, check printer settings and paper orientation to avoid cropping or blank pages.
- 💡Use common, accessible file formats (e.g., .docx, .pptx, .jpg) unless otherwise instructed, and label your files clearly for submission.
- 💡Practice entering information multiple times to improve speed and accuracy before assessment.
- 💡Always check your work for spelling and formatting errors after making changes.
- 💡Rehearse your oral presentation aloud to build confidence and ensure clarity.
- 💡Use simple, clear formatting when presenting information via ICT to aid legibility.
- 💡Record evidence of each step: take a screenshot of the initial entry, then after deleting, then after amending, and finally a printed copy or screen capture of the final product.
- 💡Practice entering information in different formats, such as filling out a table or creating a simple poster, to demonstrate versatility.
- 💡During oral presentation, use clear language and point to the information on the screen or paper to show the assessor exactly what you did.
- 💡Practice typing personal details multiple times to build speed and accuracy.
- 💡Before submitting, proofread all entered information for spelling and formatting errors.
- 💡Use simple, familiar software like a basic word processor to avoid confusion.
- 💡Rehearse the oral presentation with a friend or family member to gain confidence.
- 💡Familiarise yourself with the ‘undo’ button to quickly recover from mistakes.
- 💡Plan your document by considering who will read it and what they need to know.
- 💡Always proofread your work and use spell check if available to correct mistakes.
- 💡Keep formatting simple and consistent to ensure clarity and professionalism.
- 💡Plan your document layout before starting.
- 💡Use spell check and proofread carefully.
- 💡Consider the audience's needs when choosing presentation style.
- 💡Always read the assessment brief carefully to understand exactly what information needs to be presented and in what format.
- 💡Practice the key skills of copying, pasting, and moving text before the assessment to build confidence and speed.
- 💡When amending information, double-check that all required changes have been made by comparing the original and revised versions side by side.
- 💡In the assessment, ensure you demonstrate each skill step-by-step: enter, save, delete, amend, and present—observers will look for clear evidence of each process.
- 💡When making amendments, explain what you changed and why; verbalising your actions can help the assessor confirm your understanding even if the outcome is not perfect.
- 💡For the oral presentation, prepare a short script or bullet points in advance to stay focused; speak clearly and make eye contact with the assessor, not just the screen.
- 💡Always read the task brief carefully to identify the purpose and audience before starting, and plan your ICT approach accordingly.
- 💡Keep a log or screenshots of your development process (drafts, edits, versions) as evidence of iterative improvement.
- 💡Check your final presentation against the marking criteria: accurate information, appropriate software tools used, and clear, audience-appropriate formatting.
- 💡Use software features like spell check, alignment tools, and templates to enhance professionalism, but ensure they don't distract from the content.
- 💡Always plan your document/presentation structure before starting to use ICT.
- 💡Use the spell-check and grammar-check tools but also proofread manually.
- 💡Practice saving and retrieving files from specified locations as this is often assessed.
- 💡When amending, make sure changes actually improve the clarity and accuracy, not just for the sake of change.
- 💡For display, keep it simple: use clear headings, consistent fonts, and appropriate colors for readability.
- 💡During assessed tasks, read the instructions carefully for each step, and verify your work against the brief before moving on.
- 💡Practice using common keyboard shortcuts (e.g., Ctrl+S to save) to work more efficiently and reduce the risk of losing work.
- 💡If presenting information on screen, ensure the display is clear, text is readable, and any images are appropriately sized—consider checking with a peer or tutor before final submission.
- 💡Tip 1: Keep a portfolio of evidence as you go. Take photos, save screenshots, and collect feedback from your tutor. This makes it easier to prove your skills without relying on memory at the end.
- 💡Tip 2: Practice real-life scenarios. For example, role-play asking for help in a shop or practice counting change. This helps you apply skills naturally during assessments.
- 💡Tip 3: Read instructions carefully. Many students lose marks by not following simple steps. If you're unsure, ask your tutor to repeat or explain – that's part of the skill!
Common Mistakes
Common errors to avoid in your coursework
- Failing to save work regularly, leading to loss of data and incomplete evidence for assessment.
- Inconsistent formatting such as mixing font styles or sizes, which reduces the professional appearance of the output.
- Copying and pasting content without checking for errors, resulting in duplicated or misplaced text that undermines clarity.
- Neglecting the audience's needs—using overly complex language, inappropriate images or layouts that do not suit the purpose.
- Overcomplicating tasks by using advanced features unnecessarily rather than focusing on clear, simple presentation of information.
- Confusing file management functions (e.g., saving versus exporting) leading to lost work or incorrect file formats.
- Forgetting to proofread after amending, resulting in residual errors or inconsistent formatting in the final display.
- Inserting images without considering copyright or appropriateness, or distorting image proportions during resizing.
- Relying on a single method to display information (e.g., only on screen) without demonstrating alternative outputs like printing or saving.
- Overcomplicating the task by using excessive animations or fonts that reduce clarity, rather than focusing on a clear, simple presentation.
- Forgetting to save changes after editing, resulting in lost work.
- Entering inaccurate information due to typing errors or lack of proofreading.
- Speaking too quietly or mumbling during oral presentation.
- Deleting the wrong content or more information than intended.
- Attempting to edit without first selecting the correct part of the text, leading to deletion of the wrong content.
- Using the space bar to delete text, which results in unnecessary gaps rather than clean removal.
- Presenting orally without referring to the ICT product, forgetting to show the assessor the final document.
- Forgetting to save work before closing the application.
- Typing errors in personal details due to rushing or not proofreading.
- Difficulty navigating between fields or cells when entering data.
- Speaking too quietly or too quickly during the oral presentation.
- Deleting correct information by mistake and not using undo.
- Typing errors and spelling mistakes that are not corrected.
- Overuse of formatting making the document look cluttered and unprofessional.
- Not considering the audience, e.g., using inappropriate language or complex layout.
- Not saving work regularly, risking data loss.
- Using inconsistent formatting or fonts.
- Including irrelevant information for the audience.
- Learners often forget to save their work regularly, leading to loss of data; emphasise the importance of frequent saving and file management.
- A common error is inconsistent formatting, such as mixing font styles and sizes without purpose, which can make the document look unprofessional.
- Many learners neglect to proofread their work before final submission, resulting in avoidable spelling and grammar mistakes.
- Learners often confuse the 'delete' and 'backspace' keys, leading to incorrect removal of characters and frustration when editing.
- Many learners forget to save their work regularly, resulting in loss of entered information and demotivation.
- When presenting orally, learners tend to read directly from the screen rather than summarising or using natural language, making the presentation less engaging.
- Overlooking the need to save work regularly and in appropriate file formats, leading to data loss or compatibility issues.
- Failing to tailor the presentation to the audience; for example, using overly technical jargon for a general audience.
- Neglecting to proofread and edit information, resulting in inaccuracies and spelling errors in final outputs.
- Misunderstanding the purpose of the task, e.g., presenting data in a paragraph when a table or chart would be more effective.
- Forgetting to save work regularly or losing unsaved changes.
- Using inconsistent formatting, making the presentation look unprofessional.
- Copying information without understanding or paraphrasing, risking plagiarism.
- Not checking for spelling and grammar errors after amendments.
- Adding too much text or irrelevant images, cluttering the display.
- Learners often forget to save their work at regular intervals, leading to loss of data when interrupted.
- Many confuse the 'Save' and 'Save As' functions, which can result in overwriting original files unintentionally.
- When amending information, learners frequently highlight the wrong section of text or fail to select the entire portion, causing formatting errors.
- Misconception: 'This qualification is too easy and won't help me get a job.' Correction: While it is entry level, it provides essential skills that employers value, such as reliability, communication, and basic numeracy. It also builds confidence for further learning.
- Misconception: 'I don't need to learn digital skills because I use my phone every day.' Correction: Using a phone for social media is different from using technology for work tasks like sending a professional email or filling in an online form. This qualification teaches those specific skills.
- Misconception: 'Working in a group means I can let others do the work.' Correction: Group work is about contributing your own ideas and cooperating. Assessors look for active participation, not just being present.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for WJEC-CBAC Developing and Presenting Information Using ICT
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •No formal prerequisites are required for this entry-level qualification. However, students should be able to communicate basic needs and have some experience with numbers and everyday technology. A willingness to participate in group activities is helpful.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Be able to enter and edit information using ICT. (ICT1.3), Be able to organise information according to purpose. (ICT1.3), Be able to develop and amend information. (ICT1.3), Be able to use ICT to present information for a purpose and an audience. (ICT1.3)
- Be able to use ICT to present information., Be able to amend information., Be able to display information through ICT.
- Entering and Editing Data
- Information Presentation
- Oral Communication Skills
- Data Management Basics
- Be able to enter personal information. (ICTE1.3), Be able to present information through ICT. (ICTE1.3), Be able to delete and amend information. (ICTE1.3), Be able to present information orally. (ICTE1.3)
- Entering personal data
- ICT presentation skills
- Oral presentation skills
- Data editing and management
- Digital literacy basics
- Data Entry and Editing
- Organising Information
- Purpose and Audience
- Reviewing and Improving
- Presenting for Impact
- Be able to enter and edit information using ICT. (ICT1.3), Be able to organise information according to purpose. (ICT1.3), Be able to develop and amend information. (ICT1.3), Be able to use ICT to present information for a purpose and an audience. (ICT1.3)
- Be able to use ICT to present information., Be able to amend information., Be able to display information through ICT.
- Be able to enter personal information. (ICTE2.3), Be able to present information through ICT. (ICTE2.3), Be able to delete and amend information. (ICTE2.3), Be able to present information orally. (ICTE2.3)
- Be able to enter and edit information using ICT. (ICT1.3), Be able to organise information according to purpose. (ICT1.3), Be able to develop and amend information. (ICT1.3), Be able to use ICT to present information for a purpose and an audience. (ICT1.3)
- Be able to use ICT to present information., Be able to amend information., Be able to display information through ICT.
- Be able to use ICT to present information., Be able to amend information., Be able to display information through ICT.
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