EDI Levels 1-4 Key Skills Qualifications - Home | EDI PLC Awarding

EDI Levels 1-4 Key Skills Qualifications

Candidate Pack Effective from: 1 September 2004 Accreditation Number: 100/0300/9, 100/0299/6, 100/0298/4, 100/0305/8, 100/0301/0, 100/0302/2, 100/0303/4, 100/0306/X, 100/0296/0, 100/0295/9, 100/0297/2, 100/0304/6 ASNC1160R

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Introduction

What are Key Skills and why are they important? Key Skills are those generic skills that can help you to improve your own learning and performance in education and training, work and life in general. Key Skills are important in your learning because they help you to focus on what and how you are learning so you can get better results. Key Skills are important in your career because they enable you to be flexible in whatever kind of work you do. Employers look for Key Skills when recruiting and promoting people. These skills are relevant to all levels of an organisation, including self-employment. Key Skills are important in your personal life because they can help you to organise yourself, manage your money, handle information and get on with others. The Key Skills Qualifications are Units at Levels 1, 2, 3 and 4 in: ν Communication ν Information and Communication Technology ν Application of Number To achieve these qualifications, you must demonstrate you have these skills through a portfolio of evidence that has been collected from your day-to-day studies, work or other activities and through a multiple choice test or, at Levels 3 and 4, a short and long answer test. There are also qualifications in Wider Key Skills. These cover Improving Own Learning and Performance, Working with Others and Problem Solving. Some terms you need to know Activities and tasks An activity that includes a number of related tasks, where the results of one task will affect the carrying out of the others. For example, in Application of Number, an activity will involve obtaining and interpreting information, using this information when carrying out calculations and explaining how the results of the calculations meet the purpose of the activity.

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Types of document Reading Includes textbooks, reports, articles, newspaper cuttings, essays and website material. For Level 2, the document should be 500 words in length and for Level 3, 1,000 words in length. Writing Includes letters (formal and informal), memos, reports, magazine articles, newspaper articles, handouts. If emails are used they should be drafted as formal documents. For Level 2 the document should be 500 words in length and for Level 3, 1,000 words in length. Documents may deal with straightforward or complex subjects and include images such as diagrams, pictures and charts. Learners are asked to read and write extended documents at level 2 and above to show, for example, that they can identify lines of reasoning in fairly lengthy material and structure their writing to help others follow their sequence of ideas. Images ICT and communication require the use of images in presenting information. Whatever form the image takes, its effectiveness will be determined by whether it is fit for purpose and has been used to aid understanding of the written or spoken text. Communication requires learners to use images as appropriate in their talks or presentations, and written documents, and to interpret images used in texts they read. Examples of the forms these images might take are provided in Part A of the communication standards and in the guidance: models, plans, sketches, diagrams, pictures, graphs, charts, video/audio clips and demonstration of techniques such as massage. A table of text or numbers would not count as an image for ICT or for Communication. These suggestions are not exhaustive.

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Key Skills Levels

The broad aim of the Key Skills Units is to develop and recognise your skills in: ν obtaining and interpreting different types of information ν using, developing and communicating information to meet the purpose of your studies, work or other activities ν effectively presenting the results of your work As you move up the levels you are expected to take more responsibility for decisions on how you use your skills to suit different tasks, problems and situations. At levels 1 and 2, you will work with straightforward subjects in routine situations. At higher levels you will deal with complex subjects and activities that are more demanding. You will need to think about how to go about tasks, what materials and help you will need and how to check your work.

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These charts show what you must do at the different levels:

Level 3 Learners must be able to: ν read and synthesise information from at least two documents about the same subject. Each document must be a minimum of 1,000 words long ν take part in a group discussion ν make a formal presentation of at least eight minutes, using an image or other support materials ν write two different types of documents each one giving different information about complex subjects. One document must be at least 1,000 words long Learners must use at least one image either to obtain information or to convey information in one of the documents they write.

Level 2 Learners must be able to: ν read and summarise information from at least two documents about the same subject. Each document must be a minimum of 500 words long ν take part in a group discussion ν give a talk of at least four minutes ν write two different types of documents each one giving different information. One document must be at least 500 words long Learners must use at least one image, either to obtain information, or to convey information in their discussion or talk, or one of the documents they write to help the audience/reader understand the points they are making.

Communication

Level 3 At level 3, learners must carry out one or more activities that each includes tasks covering all three components of the assessment components N3.1, N3.2 (a or b or c or d) and N3.3. Overall, through one or more activities, learners must: ν use two different types of sources, including a large data set (ie over 50 items of data – N3.1) ν carry out calculations to do with a, b, c and d (N3.2) ν present findings in two different ways using charts, graphs or diagrams (N3.3) Learners must be able to: ν plan an activity and get relevant information from relevant sources ν use this information to carry out multi-stage calculations to do with: (a) amounts or sizes (b) scales or proportions (c) handling statistics (d) using formulae ν interpret the results of their calculations, present their findings and justify their methods

Level 3 At level 3, learners must show that they can plan and carry through a number of different tasks, one of which must be a major task covering components ICT3.1, ICT3.2 and ICT3.3. Each component must be covered at least twice, and ICT3.3 must be covered for at least two different audiences. Smaller tasks may be used to ensure each component is covered. Overall, learners must meet the following requirements, through at least two activities: ν include at least one IT-based information source ν include at least one non-IT-based source ν use at least one example of text, one of image and one of number ν use one example of combined information such as text and number, or image and number, or text and image ν present evidence of sending and receiving email, with one email having an attachment related to the task Learners must be able to: ν search for information, using different sources, and using multiple search criteria in at least one case ν enter and develop the information and derive new information ν present the information

Level 2 At level 2, learners must carry out at least one activity that includes tasks for all three of the assessment components N2.1, N2.2 ( a or b or c or d) and N2.3 Overall, through one or more activities learners must: ν use two different sources which include material containing a chart or graph (N2.1) ν do calculations for a, b, c and d (N2.2) ν present findings in two different ways using charts, graphs or diagrams (N2.3) Learners must be able to: ν interpret information from a suitable source ν use the information to carry out calculations to do with: (a) amounts or sizes (b) scales or proportion (c) handling statistics (d) using formulae ν interpret the results of their calculations and present their findings

Level 2 At level 2, learners are required to demonstrate their skills in the context of two activities, which include tasks for all three of ICT2.1, ICT2.2 and ICT2.3. Overall, through the activity or activities, they must: ν include at least one IT-based information source ν include at least one non--IT-based information source ν use at least one example of text, one example of image and one example of number ν present evidence of purposeful use of email Learners must be able to: ν search for and select information to meet their needs. Use different information sources for each activity and multiple search criteria in at least one case ν enter and develop the information and

derive new information present combined information such as

text with image, text with number, image with number

Level 1 Learners must be able to: ν read and obtain information from at least one document ν take part in either a one-to-one discussion or a group discussion ν write two different types of document Learners must use at least one image, either to obtain information, or to convey information in their discussion or one of the documents they write to help the audience/reader understand the points they are making

Level 1 Learners must be able to: ν interpret information from two different sources. At least one source must include a table, chart, graph or diagram ν carry out and check calculations to do

with: (a) amounts or sizes (b) scales or proportions (c) handling statistics ν interpret the results of their calculations

and present findings in two different ways using charts or diagrams

Level 1 Learners must be able to: ν find and select relevant information ν enter and develop at least two different types of information to suit the task ν develop the presentation so that the final output is accurate and fit for the purpose

Application of Number

Information and Communication Technology

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Making Claims for the Key Skills Qualifications

The Key Skills units contained in this pack include Communication, ICT and Application of Number at Levels 1 to 4. The numbers below are for claims purposes only; Units within the text will still appear numbered as usual ie Communication Unit 1, ICT Unit 2, and Application of Number Unit 3. C1 Communication Level 1 Claim as Unit 1 ICT1 Information Technology Level 1 Claim as Unit 2 N1 Application of Number Level 1 Claim as Unit 3 C2 Communication Level 2 Claim as Unit 4 ICT2 Information Technology Level 2 Claim as Unit 5 N2 Application of Number Level 2 Claim as Unit 6 C3 Communication Level 3 Claim as Unit 7 ICT3 Information Technology Level 3 Claim as Unit 8 N3 Application of Number Level 3 Claim as Unit 9 C4 Communication Level 4 Claim as Unit 10 ICT4 Information Technology Level 4 Claim as Unit 11 N4 Application of Number Level 4 Claim as Unit 12

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Guidance to Learners

Developing a Portfolio of Evidence Key Skill NVQ Units represent valuable development opportunities, and will require a full and proper investment of time and resources in order to ensure that the quality of outcomes and assessment is maintained. As such it is essential that care and thought are given to the process of establishing your needs, identifying how the outcomes will be achieved and developing the portfolio. The format described in this document represents the EDI recommended sequence of procedures. However, it is only guidance and recommendations; you can select any other preferred method for collecting and presenting sufficient, authentic, valid, reliable and current evidence in a manner which will enable the Assessor to make a judgement. A successful portfolio is one that leads the Assessor clearly and coherently through all the evidence and associated documentation. Recommended portfolio contents

Description of job role and your own Curriculum Vitae

Claim to Competence including: Claim to Competence Summative Assessment Record Personal Report Description of Job Role* and Curriculum Vitae The description of your Job Role and Curriculum Vitae gives an introduction to you. It is recommended that the description of the Job Role identifies your place in the organisation. The Curriculum Vitae provides an outline of what you have achieved to date and any jobs you have held. *If you do not have a job, describe your programme of study. Claim to Competence You have to complete a Claim to Competence for each unit submitted for assessment. This is done by referencing your evidence against the Performance Criteria for that unit. The Key Skills Summative Assessment Record is for your Assessor to complete by giving brief details of how you have achieved the criteria within the unit. You may complete these on different dates and your Assessor will show this in the completion column. It is expected that you will provide different kinds of evidence, for example, observation by your Assessor, your personal report, witness testimony and products assessed by your Assessor. These will be shown on this record. If the Key Skills are being taken at the same time as a main NVQ award, it could be that much of the evidence relates both to the main award and the Key Skills Units. Learner Statement and Summative Assessment Record A claim should only be submitted when you feel there is sufficient evidence to fulfil all of the above, but please be aware your Assessor may wish to ask you questions.

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Appeals Procedure for Learners

If learners are dissatisfied with an assessment outcome, they have the right of appeal. There are 3 stages in the appeals procedure and each stage must be exhausted before proceeding to the next one. Learners are advised to keep their own copies of all the documents used in the appeals procedure. The main reasons for an appeal are likely to be: • learners do not understand why they are not yet regarded as competent, due to lack of or

unclear feedback from the Assessor • learners believe they are competent and that the Assessor has misjudged them, or has failed

to utilise some vital evidence. STAGE 1 If learners receive a decision they are unsatisfied with, they have the right to appeal directly to the Assessor who carried out the assessment. The appeal must be in writing and clearly indicate: • the points of disagreement • the evidence in the portfolio that the learners believe meet the requirements for claiming

competence. STAGE 2 Learners who are not satisfied with the outcome of their Stage 1 appeal can next appeal to the centre Internal Verifier. This appeal must be in writing, but need not repeat the detail provided at Stage 1 as all the documentation used at Stage 1 will be passed to the Internal Verifier. STAGE 3 Learners who are not satisfied with the outcome of their Stage 2 appeal and who have exhausted all centre appeals procedures may proceed to Stage 3. This appeal must be in writing to the EDI Compliance Manager, and must be accompanied by copies of all documentation from Stages 1 and 2. There must also be evidence that the learner has exhausted all the centre internal appeals procedures.

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An investigation will be undertaken on behalf of EDI and the EDI appeals panel will compile a report for consideration. This consideration will lead to one of two decisions:

EITHER the appeal will either be upheld or rejected

OR the appeals panel will appoint an independent Assessor and require the learner to re-submit their portfolio and be available for interview on an agreed date. The independent Assessor will then report to the appeals panel. The appeal will either be rejected or upheld.

The decision of the appeals panel will be final. Fee for Appeal A fee is payable for an appeal. The current fee is listed in the Fee Sheet available from EDI Customer Service. The fee will be refunded if the appeal is upheld. SUMMARY The appeals procedure aims to ensure the following: • the operation of the appeals procedure, and results arising from it, are monitored to

determine future policy. • all learners' complaints are acknowledged and investigated to establish the facts and

evidence supporting the appeal. If a complaint is considered justified, remedial action will be taken.

• all learners who register an appeal will receive a formal reply within 8 weeks. It is intended

that the response will be to the mutual satisfaction of the learner and EDI. The appeals procedure must be communicated/available in writing to all learners as well as the action they need to take to make use of it. COMPOSITION OF THE APPEALS PANEL The appeals panel will comprise the chair and three independent members of the Standing Committee, the Head of Product Development and the Compliance Manager.

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Level 1

Key Skills Qualifications

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Key Skills Level 1 – Units

Unit 1 Communication

Unit 2 Information and Communication Technology

Unit 3 Application of Number

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Level 1

Communication

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Introduction to Communication

The key skills are the skills which are most commonly needed to succeed in a range of activities – at work, in education and training and in everyday life. In developing the key skill of communication, you will learn to use and adapt your communication skills confidently and effectively in a range of settings and contexts.

Progression The key skills qualifications are designed to enable you to progress at your own pace. They build on the adult literacy standards, which provide further detail of the skills needed to achieve the communication key skill at levels 1 and 2. Each level of the key skill above level 1 incorporates and builds on the previous ones. The key skills qualifications not only recognise your current capabilities, they also require you to identify how you can further improve your skills to meet new demands at higher levels.

Part A You need to know how to This section tells you about the techniques and knowledge associated with each key skill. It tells you what you need to learn and practise to feel confident about applying communication skills in your studies, work or other aspects of your life.

Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve Communication at Level 1, you must be able to apply your communication skills to suit different purposes. You will show that you can: ν take part in a discussion ν read and obtain information from at least one document ν write two types of document

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Communication Level 1

Part A You need to know how to Part B You must Examples and Guidance

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Communication Level 1 – Part A

You need to know how to Discuss

Prepare for the discussion so that you can say things that are relevant Judge when to speak and how much to say Say things that suit the purpose of the discussion Speak clearly in ways that suit the situation Listen carefully and respond appropriately to what others say Use body language to support what you are saying and to show you are listening

Read and obtain information Identify the main points and ideas in different types of documents Obtain information from images Find out the meanings of words and phrases you do not understand Ask others when you are unclear about what you have read

Write documents

Use different written formats for presenting information, including business letters, memos, forms and short reports

Judge the relevance of information and the amount of detail to include for your purpose Use relevant images to help the reader understand your main points Proof-read and where necessary re-draft documents so that:

– words you use most often in your work or studies and daily life are spelled correctly – sentences are formed correctly with consistent use of tense and accurate subject verb

agreement such as ‘she was’ and ‘we were’ – sentences are marked by capital letters, full stops and question marks – your writing is organised into paragraphs where appropriate – your meaning is clear

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Communication Level 1 – Part B

You must C1.1 Take part in either a one-to-one discussion or a group discussion. C1.2 Read and obtain information from at least one document. C1.3 Write two different types of documents. Evidence must show you can: C1.1 A Provide information that is relevant to the subject and purpose of the discussion B Communicate clearly in a way that suits the situation and respond appropriately to others C1.2 A Read relevant material B Identify accurately the main points and ideas C Use the information to suit your purpose C1.3 A Present relevant information in a form that suits your purpose B Spell, punctuate and use grammar accurately C Make your meaning clear Use at least one image, either to obtain information or to convey information in your discussion or one of the documents you write to help the audience/reader understand the points you are making.

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Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A. Discussion To describe events, express opinions and develop ideas using language that everyone can understand, adapting your tone of voice, expression and manner to suit the formality of the situation. Read and obtain information To get instructions, facts, opinions and ideas from straightforward documents such as letters, memos, extracts from books, newspaper or magazine articles and to collate this information as notes to use in discussions or in written material such as letters or short essays. Write To complete forms and produce documents such as business letters, memos, notes, short reports or essays. To give or obtain facts, opinions and ideas. For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref: QCA/04/1272). The adult literacy standards also provide help and guidance for preparing learners for the communication key skill at level 1 and 2. Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. Please ask your tutor or supervisor for further guidance.

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Level 1


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Introduction to Information and Communication Technology

The key skills are the skills which are most commonly needed to succeed in a range of activities – at work, in education and training and in everyday life. In developing the key skill of information and communication technology, you will learn to use and adapt your information and communication technology skills confidently and effectively in a range of settings and contexts.

Progression The key skills qualifications are designed to enable you to progress at your own pace. Each level of the key skill above level 1 incorporates and builds on the previous ones. The key skills qualifications not only recognise your current capabilities, they also require you to identify how you can further improve your skills to meet new demands at higher levels.

Part A You need to know how to This section tells you about the techniques and knowledge associated with each key skill. It tells you what you need to learn and practise to feel confident about applying information technology skills in your studies, work or other aspects of your life.

Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve information and communication technology at Level 1, you must be able to apply your ICT skills to suit different purposes. You will show that you can: ν find, enter, explore and develop relevant information ν present information, including text, images and numbers, using appropriate layouts and save information

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Information and Communication Technology Level 1


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Information and Communication Technology Level 1 – Part A

You need to know how to use ICT to help you in different tasks save information so it can be found easily minimise health risks know how to get help when dealing with errors send and receive email

Find information

Find different types of information from ICT sources (eg files, CD-ROM, the Internet) and non-ICT sources (eg written notes, price lists, diagrams)

Select information relevant to your purpose Develop information Enter information (eg copy and paste text, import images), using formats that help

development (eg tabs, tables, format of numbers) Develop information in the form of text, image and numbers (eg structure information, carry

out calculations using suitable software, moving and resizing images) Present information Use layouts and techniques to suit different purposes (eg select page layouts for different

types of document such as letters or invoices, organise the presentation by moving, copying, deleting or inserting information)

Present information in a consistent way (eg fonts, bulleted lists, alignment) making sure it is accurate and clear (eg ask others, proof read, use a spell checker, highlight information to improve its clarity)

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Information and Communication Technology Level 1 – Part B

You must Overall, through two or more activities: include at least one ICT based information source include at least one non ICT based information source use at least one example of text, one example of image and one example of number present evidence of purposeful use of email

ICT1.1 Find and select relevant information. ICT1.2 Enter and develop information to suit the task. ICT1.3 Develop the presentation so that the final output is accurate and fit for purpose. Evidence must show you can: ICT1.1 A Choose information that is relevant to your tasks ICT1.2 A Enter information using formats that help development B Save information so it can be found easily ICT1.3 A Use appropriate layouts for presenting information in a consistent way

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Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A. You will need to know how to use ICT to help you in different tasks; save information so that it can be found easily; minimise health risks; know how to get help when dealing with errors; send and receive email. Find information Find information from ICT sources (eg files, CD-ROMs, the internet) and non ICT sources (eg written notes, diagrams) Develop information Enter information (eg copy and paste text), import images using formats that help development (eg tabs, tables); develop information in the form of text image and numbers, (eg structure information); carry out calculations using suitable software. Present information Use layouts and techniques to suit different purposes (eg organise the presentation by moving, copying or inserting information); present information in a consistent way (eg fonts, bulleted lists); making sure it is accurate and clear (eg ask others, proof read, use a spell checker) For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref: QCA/04/1272). Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. Please ask your tutor or supervisor for further guidance.

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Level 1


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Introduction to Application of Number

The key skills are the skills which are most commonly needed to succeed in a range of activities – at work, in education and training and in everyday life. In developing the key skill of application of number, you will learn to use and adapt your number skills confidently and effectively in a range of settings and contexts.

Progression The key skills qualifications are designed to enable you to progress at your own pace. They build on the adult numeracy standards, which provide further details of the skills needed to achieve the application of number key skill at levels 1 and 2. Each level of the key skill above level 1 incorporates and builds on the previous ones. The key skills qualifications not only recognise your current capabilities, they also require you to identify how you can further improve your skills to meet new demands at higher levels.

Part A You need to know how to This section tells you about the techniques and knowledge associated with each key skill. It tells you what you need to learn and practise to feel confident about applying number skills in your studies, work or other aspects of your life.

Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve application of number at Level 1, you must be able to apply your number skills to suit different purposes. You will show that you can: ν interpret information from two sources ν carry out and check calculations interpret the results of your calculations and present your findings

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Application of Number Level 1


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Application of Number Level 1 – Part A

You need to know how to Interpret information

Read and understand tables, charts, graphs and diagrams Read and understand numbers used in different ways (eg large numbers in figures or

words, simple fractions, decimals, percentages) Read scales on familiar measuring equipment (eg watch, tape measure, measuring jug,

weighing scales, thermometer) using everyday units (eg minutes, millimetres, litres, grams, degrees)

Make accurate observations (eg count number of people or items) Identify suitable calculations to get the results you need for your task

Carry out calculations Add and subtract, with whole numbers and simple decimals with or without a calculator

(eg using money or length) Work to the level of accuracy you have been told to use (eg round to the nearest whole unit,

nearest 10, two decimal places) Multiply and divide a simple decimal by a whole number with and without a calculator (eg

using money or length) Understand and find simple fractions and percentages (eg

32 of £15 is £10, 75% of

400 is 300) Work out areas of rectangular spaces (eg floor area) Work out volumes of rectangular-based shapes (eg a box) Use scales on diagrams such as 20 mm to 1 m (eg finding distances from maps) Use ratios and proportion (eg three parts to one part) Find the average (mean) of up to 10 items (eg temperatures, prices, time) Find the range for up to 10 items (eg temperature range from highest to lowest was 16°C) Make sure your answers make sense and use different methods to check your calculations

(eg estimate to reject impossible answers, check a subtraction by ‘adding back’) Interpret results and present your findings

Use suitable ways of presenting information, including a chart or diagram Use the correct units (eg for area, volume, weight, time, temperature) Label your work correctly (eg use a title or key) Describe what your results tell you

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Application of Number Level 1 – Part B

You must N1.1 Interpret information from two different sources. At least one source must include a table, chart, graph or diagram. N1.2 Carry out and check calculations to do with: (a) amounts or sizes (b) scales or proportion (c) handling statistics N1.3 Interpret the results of your calculations and present your findings – in two different ways using charts or diagrams. Evidence must show you can: N1.1 A Obtain the information you need to meet the purpose of your task B Identify suitable calculations to get the results you need N1.2 A Carry out calculations to the levels of accuracy you have been given B Check your results make sense N1.3 A Choose suitable ways to present your findings B Use more than one way of presenting your findings C Present your findings clearly using a chart or diagram D Describe what your results tell you

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Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A. Interpret information Read and understand tables, charts, graphs and diagrams, work with large numbers, simple fractions, decimals, percentages. Measure and weigh using measuring equipment using everyday units including millimetres, litres, grams, degrees. Carry out calculations Add and subtract, using money or length. Multiply, divide using percentages such as 75% of 400. Work out areas such as area of a floor. Use ratios, proportions, work out averages. Interpret results and present findings Use charts, graphs, diagrams to present information using correct labelling. Describe what your results show. For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref: QCA/04/1272). The adult numeracy standards also provide help and guidance for preparing learners for the application of number key skill at levels 1 and 2. Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. Please ask your tutor or supervisor for further guidance.

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Level 2


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Level 2

Communication

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Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve Communication at Level 2, you must be able to apply your communication skills to suit different purposes. You will show that you can: ν take part in a group discussion ν read and summarise at least two documents ν give a short talk ν write two types of document, each giving different information

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Use varied vocabulary and expressions to suit your purpose Adapt what you say to suit different situations Listen carefully to what others say Identify the speaker’s intentions Move the discussion forward

Give a short talk Prepare for the talk Adapt your language to suit your subject, purpose and situation Structure what you say to help listeners follow a line of thought or series of events Use a variety of ways to support the main points of your talk including using images

Read and summarise information

Select and use different types of documents to obtain relevant information Skim documents to gain a general idea of content Scan documents to identify the information you need Recognise the writer’s intentions Identify the main points, ideas and lines of reasoning from text and images Summarise information for a purpose

Write documents Use different formats for presenting information, including essays, reports and articles Structure your writing to help readers follow and understand your main points Use different styles of writing to suit different purposes Proof-read and where necessary re-draft your documents so that:

– spelling is accurate including familiar technical words – sentences are formed correctly with accurate use of conjunctions – punctuation is accurate including use of commas, apostrophes and inverted commas

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You must C2.1a Take part in a group discussion. C2.1b Give a talk of at least four minutes. C2.2 Read and summarise information from at least two documents about the same subject. Each document must be a minimum of 500 words long. C2.3 Write two different types of document, each one giving different information. One document must be at least 500 words long. Evidence must show you can: C2.1a A Make clear and relevant contributions in a way that suits your purpose and situation B Respond appropriately to others C Help to move the discussion forward C2.1b A Speak clearly in a way that suits your subject, purpose and situation B Keep to the subject and structure your talk to help listeners follow what you are saying C Use appropriate ways to support your main points C2.2 A Select and read relevant documents B Identify accurately the main points, ideas and lines of reasoning C Summarise the information to suit your purpose C2.3 A Present relevant information in a format that suits your purpose B Use a structure and style of writing to suit your purpose C Spell, punctuate and use grammar accurately D Make your meaning clear

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Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A. Discussion To present an argument, express ideas or opinions and exchange information judging effectively the amount to say and using a manner and tone of voice to suit the situation. To summarise, develop points and to focus on purpose. Give a short talk Avoiding or explaining technical terms and using a variety of techniques to engage the audience (eg keeping attention by varying tone of voice; giving examples; signalling new points; using images or other support material to illustrate what you are saying) Read and summarise information To obtain and compare facts, opinions and ideas, obtain instructions or directions from reports, text books and articles. To understand the writer’s intention by tone, vocabulary and the structure of the text. Write To produce documents such as letters, memos and extended essays or reports. Using paragraphs, headings and sub-headings to structure material. For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref: QCA/04/1272). The adult literacy standards also provide help and guidance for preparing learners for the communication key skill at level 1 and 2. Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. Please ask your tutor or supervisor for further guidance.

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Level 2


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Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve information and communication technology at Level 2, you must be able to apply your ICT skills to suit different purposes. You will show that you can: ν make selections based on judgements of relevance and quality ν enter and bring together information using formats that help development ν develop the presentation so it is accurate, clear and presented consistently ν take account of the views of others to guide refinements

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You need to know how to identify errors (eg in hardware and software you are using) and their causes observe copyright and/or confidentiality when it is necessary minimise health risks minimise risks from viruses send and receive email

Find and select information

Identify suitable sources of information (eg written documents, material to be scanned, files, CD-ROMs, the Internet)

Search for information using multiple search criteria (eg using AND or ‘<’ and ‘>’, or tools such as search engines)

Interpret information and select what you need for different purposes (eg to respond to an enquiry, write a project report, design or make something)

Develop information Enter and combine information (eg copy and paste or insert text, images and number),

using formats that help development (eg using table structures, text boxes or text wrap to position information)

Develop information in the form of text, images and numbers (eg organise information under headings, structure tables, generate charts and graphs from data, use queries to select records)

Derive new information (eg compare information from different sources to reach a conclusion, use formulas to calculate information such as a total or average)

Present information Select and use layouts and techniques to suit different tasks (eg document structures such

as indents, columns and headings, borders for images and text, tables, highlight information to improve its impact, make sure it suits the needs of the audience)

Develop the presentation to suit your purpose and audience and the types of information used ie text, images and numbers (eg format information to improve its impact, refine layout making sure it suits the needs of your audience)

Present information in a consistent way (eg paragraph layouts, sizes and styles of text, alignments, fonts)

Ensure your work is accurate and clear

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You must Overall, through two or more activities: include at least one ICT based information source include at least one non ICT based information source use at least one example of text, one example of image and one example of number present evidence of purposeful use of email

ICT2.1 Search for and select information to meet your needs. Use different information sources for each task and multiple search criteria in at least one case. ICT2.2 Enter and develop the information to suit the task and derive new information. ICT2.3 Present combined information such as text with image, text with number, image with number. Evidence must show you can: ICT2.1 A Select information relevant to the tasks ICT2.2 A Enter and combine information using formats that help development B Develop information and derive new information as appropriate ICT2.3 A Develop the presentation so that the final output is accurate and shows consistent use of formats B Use layout appropriate to the types of information

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Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A. You will need to know how to identify errors; observe copyright confidentiality when it is necessary; minimise risks from viruses; send and receive email. Find and select information Identify suitable sources of information from ICT sources, and non ICT sources (eg written documents, files, CD-ROMs); search for information using multiple search criteria (eg using AND or ‘<’ or ‘>’ or ‘+’ and ‘–‘ in search engines); interpret information (eg respond to an enquiry, write a project report). Develop information Enter and combine information (eg copy and paste, or insert text, images and numbers); using formats that help development (eg using table structures, text boxes). Develop information in the form of text image and numbers (eg generate charts and graphs from data); use queries to select records; derive new information (eg use formulas to calculate information such as a total or average). Present information Select and use layouts and techniques to suit different tasks document structures such as indents, borders for images and text, tables; develop the presentation to suit your purpose and audience and the types of information used ie text, images and numbers (eg highlight information to improve its impact); present information in a consistent way (eg paragraph layouts, sizes and styles of text). For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref: QCA/04/1272). Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. Please ask your tutor or supervisor for further guidance.

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Level 2


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Progression The key skills qualifications are designed to enable you to progress at your own pace. They build on the adult numeracy standards, which provide further details of the skills needed to achieve the application of number key skill at levels 1 and 2. Each level of the key skill incorporates and builds on the previous ones. The key skills qualifications not only recognise your current capabilities, they also require you to identify how you can further improve your skills to meet new demands at higher levels.


Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve application of number at Level 2, you must be able to apply your number skills to suit different purposes. You will show that you can: ν interpret information from two sources ν use your information to carry out calculations ν interpret the results of your calculations and present your findings

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You need to know how to Interpret information

Get relevant information from different sources (eg from written and graphical material, first-hand by measuring or observing)

Read and understand tables, charts, graphs and diagrams Read and understand numbers used in different ways, including negative numbers (eg for

losses in trading, low temperatures) Estimate amounts and proportions Read scales on a range of equipment to given levels of accuracy (eg to the nearest 10 mm

or nearest inch) Make accurate observations (eg count the number of customers per hour) Select appropriate methods to get the results you need, including grouping data when this

is appropriate (eg heights, salary bands) Carry out calculations Carry out calculations involving two or more steps, with numbers of any size with and

without a calculator Show clearly your methods of carrying out calculations and give the level of accuracy of

your results Work with and convert between fractions, decimals and percentages Convert measurements between systems (eg from pounds to kilograms, between

currencies) Work out areas and volumes (eg area of an L-shaped room, number of containers to fill a

given space) Work out dimensions from scale drawings (eg using a 1:20 scale) Use proportion and calculate using ratios where appropriate Compare sets of data of an appropriate size such as 20 items each (eg using percentages,

using mean, median, mode) Use range to describe the spread within sets of data Understand and use given formulae (eg for calculating volumes, areas such as circles,

insurance premiums, V=IR for electricity) Check your methods in ways that pick up faults and make sure your results make sense

Interpret results and present your findings

Select effective ways to present your findings Construct and use tables, charts and graphs and label with titles, scales, axes, and keys as

appropriate Highlight the main points of your findings and describe your methods Describe what your results tell you and how they meet your purpose

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You must Carry out at least one substantial activity that includes straightforward tasks for N2.1, N2.2 (a or b or c or d) and N2.3. N2.1 Interpret information from a suitable source. N2.2 Use your information to carry out calculations to do with: (a) amounts or sizes (b) scales or proportions (c) handling statistics (d) using formulae N2.3 Interpret the results of your calculations and present your findings. Evidence must show you can: N2.1 A Choose how to obtain the information you need to meet the purpose of your activity B Obtain relevant information C Choose appropriate methods to get the results you need N2.2 A Carry out calculations, clearly showing your methods and levels of accuracy B Check your methods to identify and correct any errors, and make sure your results make sense N2.3 A Select effective ways to present your findings B Present your findings clearly using a chart, graph or diagram and describe your methods C Use more than one way of presenting your findings D Describe what your results tell you and how they meet your purpose

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Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A. Interpret information Use information from different sources – written and graphical material, read and understand numbers used in different ways, such as losses in trading, low temperatures. Estimate, read scales, make observations, group data such as heights, salary bands. Carry out calculations Carry out calculations involving at least two steps, using numbers of any size, use decimal fractions and percentages. Convert from one measuring system to another such as from pounds to kilograms. Compare data, use range to describe the spread of sets of data for instance using mean, median and mode. Use formulae for working out things such as areas, volumes. Interpret results and present findings Use tables, charts, graphs, to present information correctly highlighting your findings and describing your results. For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref: QCA/04/1272). The adult numeracy standards also provide help and guidance for preparing learners for the application of number key skill at levels 1 and 2. Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. Please ask your tutor or supervisor for further guidance.

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Level 3


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Level 3

Communication

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Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve Communication at Level 3, you must be able to apply your communication skills to suit different purposes. You will show that you can: ν take part in a group discussion ν make a formal presentation ν read and synthesise information from at least two extended documents ν write two types of document, each giving different information about complex subjects

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Develop points and ideas, with an awareness of others’ feelings, beliefs and opinions Encourage others to contribute

Make a presentation Prepare a formal presentation to suit your purpose Match your language and style to suit the complexity of the subject, the formality of the

situation and the needs of the audience Structure what you say to progress logically through each stage of your presentation Use a variety of techniques to engage the audience, including images

Read and synthesise information

Explore a range of documents to find the most appropriate ones for your purpose Select and use different documents to obtain relevant information Use additional sources to help you understand complex lines of reasoning and information Compare accounts and recognise opinion and possible bias Present your own interpretation of the subject in a way that brings together information from

different documents in a coherent form Write documents Select appropriate formats for presenting information including essays, reports and articles Select and use an appropriate style and tone to suit your audience, the degree of formality

required and the nature of the subject Organise material coherently to suit the length, complexity and purpose of your document Proof-read and where necessary re-draft your documents so that spelling, punctuation and

grammar are accurate

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You must C3.1a Take part in a group discussion. C3.1b Make a formal presentation of at least eight minutes using an image or other support material. C3.2 Read and synthesise information from at least two documents about the same subject. Each document must be a minimum of 1,000 words long. C3.3 Write two different types of documents, each one giving different information about complex subjects. One document must be at least 1,000 words long. Evidence must show you can: C3.1a A Make clear and relevant contributions in a way that suits your purpose and situation B Respond sensitively to others, and develop points and ideas C Encourage others to contribute C3.1b A Speak clearly and adapt your style of presentation to suit your purpose, subject, audience and situation B Structure what you say to progress logically through each stage of your presentation C Use an image or other material to support or enhance what you are saying C3.2 A Select and read relevant documents B Identify accurately, and compare, the main points, ideas and lines of reasoning C Present your own interpretation of the subject in a way that is coherent and brings together information from different documents to suit your purpose C3.3 A Select and use a format and style of writing that is appropriate to your purpose and complexity of the subject matter B Organise material coherently to suit the length, complexity and purpose of your document C Spell, punctuate and use grammar accurately D Make your meaning clear Use at least one image either to obtain information or convey information in one of the documents you write.

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Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A.

Make a presentation To present an argument in a debate, findings from an investigation or outcomes from a project. Confidently and with precise use of vocabulary. Using a variety of techniques to help your audience understand what you are saying (eg giving examples to illustrate complex points, relating what is said to audience experience, varying tone of voice, using images, such as charts, pictures and models to illustrate points).

Read and synthesise information To develop understanding about a subject and to obtain evidence, opinions and ideas. To identify the writer’s intentions by the way meaning and information is conveyed. Discuss To present a complicated line of reasoning or argument, to explain events and express opinions and ideas adapting your contributions to suit the formality and nature of the discussion, acknowledging gender and cultural aspects and the feelings of others. Write Extended essays and reports, to present arguments, ideas, complicated lines of reasoning or a series of events. Organising information using paragraphs, headings, subheadings, indentation and highlighting, and linking information and ideas using words such as however and therefore. Using vocabulary, sentence structures and tone that suit the intended readers and the complexity or sensitivity of the subject. For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref QCA/04/1271). Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. Please ask your tutor or supervisor for further guidance.

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Level 3


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Progression The key skills qualifications are designed to enable you to progress at your own pace. Each level of the key skill incorporates and builds on the previous ones. The key skills qualifications not only recognise your current capabilities, they also require you to identify how you can further improve your skills to meet new demands at higher levels.


Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve information and communication technology at Level 3, you must be able to apply your ICT skills to suit different purposes. You will show that you can: ν make selections based on judgements of relevance and quality ν enter and bring together information using formats that help development ν use software features to improve the efficiency of your work ν develop the presentation so it is accurate, clear and presented consistently ν take account of the views of others to guide refinements

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You need to know how to save your work for easy retrieval and to avoid loss, using version management minimise health risks minimise risks from viruses send and receive email with attachments

Find and select information

Plan and organise your work (eg by use of subdirectories/subfolders) Select sources of information which are suitable for your purpose (eg spreadsheets

containing sales figures, a database containing customer details, a web page of product details)

Choose appropriate search techniques for finding information efficiently (eg database query techniques and multiple search criteria)

Develop information Enter information in consistent formats (eg using font styles, data formats, table structures) Use software features to improve the efficiency of your work (eg mailmerge, database

queries, validation of database entries and LOOKUP functions within spreadsheets) Create and use structures and procedures for developing and combining text, images and

numbers (eg group and sort information, use spreadsheet software to generate graphs and charts)

derive new information (eg a document incorporating information from a variety of sources, a spreadsheet to calculate results using conditional statements with logical operators and other formulas)

Present information Develop the structure of your presentation (eg modify templates and paragraph styles,

apply automatic referencing facilities such as page numbers, dates and filenames) Develop and refine your presentation by combining text, images and numbers (eg improve

impact by changing format for layouts, use of slide transition features, use of hyperlinks in web pages)

Present information so that it meets your purpose and the needs of the audience (eg from spreadsheets, selected mailmerge printouts, database reports of grouped information)

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You must Show that you can plan and carry through a number of different tasks, one of which must be a major task covering ICT3.1, ICT3.2 and ICT3.3. Each component, ICT3.1, ICT3.2 and ICT3.3, must be covered at least twice, and ICT3.3 must be covered for at least two different audiences. Smaller tasks may be used to ensure each component is covered. Overall, through at least two activities you must: include at least one ICT based information source include at least one non ICT based information source use at least one example of text, one example of image and one example of number use one example of combined information such as text and number, or image and number

or text and image present evidence of purposeful use of email; one of these emails must have an attachment

related to the task ICT3.1 Search for information, using different sources, and multiple search criteria in at least one case ICT3.2 Enter and develop the information and derive new information ICT3.3 Present combined information such as text with image, text with number, image with number. Evidence must show you can: ICT3.1 A Plan how to obtain and use the information required for your tasks B Make selections based on judgements of relevance and quality ICT3.2 A Enter and bring together information using formats that help development B Use software features to improve the efficiency of your work C Annotate/document your work to show that you have understood the processes followed and have taken account of the views of others ICT3.3 A Develop the presentation so that it is accurate, clear and presented consistently, taking account of the views of others B Present your final output effectively using a format and style that suits your purpose and audience

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Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A. You will need to know how to save your work for easy retrieval and to avoid loss, using version management; send and receive email with attachments. Find and select information Plan and organise your work (eg using subdirectories/subfolders); select sources of information which are suitable for your purpose (eg spreadsheets containing sales figures, a database containing customer details); choose appropriate search techniques for finding information efficiently (eg database query techniques). Develop information Enter information in consistent formats (eg using data formats, table structures). Use software features to improve the efficiency of your work (eg mailmerge, database queries, LOOKUP functions within spreadsheets); create and use structures and procedures for developing and combining text, images and numbers (eg group and sort information); derive new information (eg spreadsheet to calculate results using conditional statements with logical operators). Present information Develop the structure of your presentation (eg apply automatic referencing facilities such as page numbers, dates and filenames); develop and refine your presentation by combining text, images and numbers (eg use of slide transition features, use of hyperlinks); present information so that it meets your purpose and the needs of the audience (eg from spreadsheets, selected mailmerge printouts). For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref: QCA/04/1272). Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. Please ask your tutor or supervisor for further guidance.

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Level 3


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Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve application of number at Level 3, you must be able to apply your number skills to suit different purposes. You will show that you can: ν plan an activity and obtain information from a relevant source ν use this information to carry out multi-stage calculations ν interpret the results of your calculations, present your findings and justify your methods

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You need to know how to Plan an activity and interpret information

Plan an activity by breaking it down into a series of tasks Get relevant information from different sources, including at least one data set of a size

appropriate to a planned activity and use this to meet the purpose of the activity Group data into classes of width appropriate to the data Use estimation to help you plan, multiplying and dividing numbers of any size rounded to

one significant figure Make accurate and reliable observations over time and use suitable equipment to measure

in a variety of appropriate units Read and understand tables, charts, graphs and diagrams Read and understand ways of writing very large and very small numbers (eg £1.5 billion,

2.4 x 10–3) Understand and use compound measures (eg speed in kilometres per hour (kph),

pressures in pounds per square inch (psi), concentrations in parts per million (ppm)) Choose appropriate methods to get the results you need and justify your choice

Carry out calculations Show your methods clearly and work to appropriate levels of accuracy Carry out multi-stage calculations with numbers of any size (eg find the results of growth at

8% over three years, find the volume of water in a swimming pool) Use powers and roots (eg work out interest on £5,000 at 5% over three years) Work out missing angles and sides in right angled triangles from known sides and angles Work out proportional change (eg add VAT at 17.5% by multiplying by 1.175) Work out actual measurements from scale drawings (eg room or site plan, map, workshop

drawing) and scale quantities up and down Compare distributions, using measures of average and range, and estimate mean, median

and range of grouped data Rearrange and use formulae, equations and expressions (eg formulae in spreadsheets,

finance, and area and volume calculations) Use checking procedures to identify errors in methods and results

Interpret results and present your findings

Select and use appropriate methods to illustrate findings, show trends and make comparisons

Examine critically, and justify, your choice of methods Construct and label tables, charts, graphs and diagrams using accepted conventions Draw appropriate conclusions based on your findings, including how possible sources of

error might have affected your results Describe what your results tell you and whether they meet the purpose of your activity

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You must Plan and carry out one or more activities that each includes tasks for all three of N3.1, N3.2 (a or b or c or d) and N3.3. Overall, through one or more activities you must: use two different types of sources, including a large data set ie over 50 items of data (N3.1) carry out calculations to do with a, b, c and d (N3.2) present findings in two different ways using charts, graphs or diagrams (N3.3)

N3.1 Plan an activity and get relevant information from relevant sources. N3.2 Use this information to carry out multi-stage calculations to do with: (a) amounts or sizes (b) scales or proportions (c) handling statistics (d) using formulae N3.3 Interpret the results of your calculations, present your findings and justify your methods. Evidence must show you can: N3.1 A Plan how to get and use the information needed to meet the purpose of your activity B Obtain the relevant information C Choose appropriate methods to get the results you need and justify your choice N3.2 A Carry out calculations to appropriate levels of accuracy, clearly showing your methods B Check your methods and results to help ensure that errors are found and corrected N3.3 A Select appropriate methods of presentation and justify your choice B Present your findings effectively C Describe what your results tell you and whether they meet your purpose

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Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A. Plan an activity and interpret information Obtain relevant information from different sources, group data, use estimation to help you plan. Make accurate observations, use suitable measuring equipment. Choose appropriate methods to get the results and justify your choice. Carry out calculations Show methods clearly, carry out multi-stage calculations for instance to find the results of growth at a particular rate over a number of years, find the volume of water in a swimming pool. Use powers and roots to work out interest on a sum of money at a particular rate over a number of years. Rearrange and use formulae, equations, expressions. Interpret results and present findings Select methods to illustrate findings, justify your methods, construct and label tables, charts, diagrams. Draw conclusions, describe what your results tell you. For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref: QCA/04/1272). Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. This is available from your key skills awarding body. Please ask your tutor or supervisor for further guidance.

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Level 4


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Level 4

Communication

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Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve Communication at Level 4, you must be able to apply your communication skills to suit different purposes. You will show that you can: ν develop a strategy for using communication skills over an extended period of time ν monitor progress and adapt your strategy to achieve the quality of outcomes required ν evaluate your strategy and present outcomes through a formal presentation

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You need to know how to Develop a strategy

Choose methods for achieving the quality of outcomes required, including collating and recording information Identify relevant sources of information, including people and reference material and

research information for planning purposes Plan the use of communication skills over an extended period of time Identify the outcomes you hope to achieve

Monitor progress Evaluate information obtained from discussions with others and from reference material,

identifying opinion, possible bias and distortion of information when making judgements Synthesise information by identifying the various arguments and presenting your own

interpretation in a way that brings together information coherently Communicate relevant information about complex subjects in a form that suits your purpose

– take a lead role in group discussions, clearly structuring what you say and using appropriate vocabulary, intonation and emphasis to make your points

– write extended documents, structuring the material and presenting arguments and information in a logical sequence, and ensure that spelling, punctuation and grammar are accurate

– respond perceptively to contributions from others Monitor and critically reflect on your use of communication skills including:

– obtaining feedback from others – noting choices made and judging their effectiveness Adapt your strategy to overcome difficulties and produce the quality of outcomes required

Evaluate strategy and present outcomes

Organise and clearly present relevant information, your outcomes, illustrating what you say by making comparisons, providing examples that relate to the interests of the audience and using a range of methods to illustrate complex points

Vary use of vocabulary and grammatical expression to convey particular effects, enable fine distinctions to be made, achieve emphasis and engage your audience

Assess the effectiveness of your strategy, identifying factors that had an impact on the outcomes

Identify ways of further developing your communication skills

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You must Produce evidence of meeting the requirements for C4.1, C4.2 and C4.3 as part of one activity. C4.1 Develop a strategy for using communication skills over an extended period of time. C4.2 Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving at least: (a) one group discussion about a complex subject (b) one document of 1,000 words or more about a complex subject C4.3 Evaluate your overall strategy and present the outcomes from your work, using at least one formal oral presentation. Include a variety of verbal, visual and other techniques to illustrate your points. Evidence must show you can: C4.1 A Clearly identify the outcomes you hope to achieve B Plan your use of communication skills, and make a reasoned selection of methods for achieving the quality of outcomes required C Identify relevant sources and research the information C4.2 A Evaluate and synthesise information from different sources B Communicate relevant information with accuracy, effectively using a form, structure and style that suits your purpose, and respond perceptively to contributions from others C Monitor and critically reflect on your use of communication skills, adapting your strategy as necessary to produce the quality of outcomes required C4.3 A Organise and clearly present relevant information, illustrating what you say in ways that suit

your purpose, subject and audience B Vary use of vocabulary and grammatical expression to convey particular effects, enable fine

distinctions to be made, achieve emphasis and engage the audience C Assess the effectiveness of your strategy, including factors that had an impact on the

outcomes, and identify ways to further develop your communication skills

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Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A. Develop a strategy Identify relevant sources of information (eg specialists, customers, colleagues, reference texts, reports, material from the internet or intranets, audio or video. Plan your use of communication skills (eg identify options, sequence of work, resources and level of expertise needed). Identify the outcomes you hope to achieve (eg improved presentation of research findings, use of information to inform a project, customer service). Monitor progress Evaluate information recognising how effects are achieved through linguistics structure and presentation. Synthesise and communicate information in a way that suits your purpose. Reflect on your use of communication skills seeking feedback from others (eg colleagues, supervisor, line manager, tutor). Evaluate strategy and present outcomes Use a range of communication skills and techniques to present your outcomes in a way that best suits your purpose and audience. Identify factors that had an impact on the success of your strategy (eg how choice of language and style affected implied and explicit meaning, characteristics of the audience, formality of context, level of expertise and confidence). For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref QCA/04/1271). Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. Please ask your tutor or supervisor for further guidance.

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Level 4


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107





Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve information and communication technology at Level 4, you must be able to apply your ICT skills to suit different purposes. You will show that you can: ν develop a strategy for using ICT skills over an extended period of time ν monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving the use of ICT for different complex purposes ν evaluate your overall strategy and present the outcomes from your work using a presentation showing integration of text, images and number

108



109



Establish opportunities for using ICT skills over an extended period of time (eg in a programme of study, project or work to be carried out over about three months)

Identify the outcomes you hope to achieve (eg improved access to information, faster communication, more efficient design or problem solving capability)

Identify relevant sources of information, including people and reference material (eg line manager, specialists, customers, colleagues; manuals, CD-ROMs, databases, the internet, on-line help) and research the information needed for planning purposes

Plan your use of ICT skills (eg options, sequence of work, resources, level of expertise needed), taking into account factors that may affect your plans (eg patterns of work, health and safety, social, economic, ethical and moral issues raised by the use of IT)

Make a reasoned selection of methods for achieving the quality of outcomes required (eg internet search engines, e-conferencing, CAD/CAM techniques)

Monitor progress Prepare ICT (eg create macros, link spreadsheets, define styles, create database

structures, customised query routines, set up control equipment to monitor experiment results and generate readings for a report, organise e-conferencing) and use ICT to aid:

– efficient searching, evaluation and selection of information (eg to assist in finding, organising and comparing information, consulting others on its reliability and quality)

– exploration of alternative lines of enquiry (eg varying rules within models to make predictions and test hypotheses)

Develop and exchange relevant information to meet your purpose (eg use e-mail, shared access to documents, video conferences)

Derive new information (eg make calculations, synthesise information from a variety of sources to reach own conclusions, predict trends, create a new design)

Monitor and critically reflect on your use of ICT skills, including: – obtaining feedback from others (eg colleagues, tutor, project supervisor, line

manager) – noting choices made and judging their effectiveness (eg impact on quality of work) Adapt your strategy to overcome difficulties and produce the quality of outcomes required

110

Evaluate strategy and present outcomes Develop the structure for presenting your work, integrating different types of information to

ensure consistency in changes to the display of text, numbers and images Use the views of others to guide refinements to content and design Present information effectively, using a format and style (eg a single form or multi-media) to

suit your purpose, subject and audience, and ensure that: It is accurate in terms of content and conventions (eg spelling, punctuation and grammar,

labelling of charts, diagrams and graphs, house style for design features) It makes sense (eg proof-read and amend where necessary) Assess the effectiveness of your strategy, identifying factors that had an impact on the

outcomes (eg availability and quality of resources, features of the working environment, level of own expertise)

Identify ways of further developing your ICT skills

111


You must Provide at least one extended example of meeting the standard for ICT4.1, ICT4.2 and ICT 4.3 (your example must show you can use IT to handle text, images and numbers). ICT4.1 Develop a strategy for using ICT skills over an extended period of time. ICT4.2 Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving the use of ICT for two different, complex purposes. ICT4.3 Evaluate your overall strategy and present the outcomes from your work using at least one presentation, showing integration of text, images and number. Evidence must show you can: ICT4.1 A Establish opportunities for using ICT skills and clearly identify the outcomes you hope to achieve B Identify relevant sources and research the information needed for planning purposes; and C Plan your use of ICT skills, making a reasoned selection of methods for achieving the

quality of outcomes required ICT4.2 A Prepare and use, ICT to aid efficient searching, evaluation and selection of information,

exploring alternative lines of enquiry where appropriate B Develop and exchange relevant information, and derive new information, to meet your

purpose; and C Monitor and critically reflect on your use of ICT skills, adapting your strategy as necessary

to produce the quality of outcomes required ICT4.3 A Develop the structure for presenting your work, integrating different types of information and

using the views of others, where appropriate, to guide refinements B Present information effectively, using a format and style to suit your purpose, subject and

audience, and ensure it is accurate and makes sense; and C Assess the effectiveness of your strategy, including factors that had an impact on the

outcomes, and identify ways of further developing your ICT skills

112


Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A.

Develop a strategy Establish opportunities for using ICT skills over an extended period of time (eg about three months). Identify the outcomes you hope to achieve (eg improved access to information, problem solving capability). Identify relevant sources of information (eg customers, colleagues, databases, the internet). plan your use of ICT skills (eg sequence of work, level of expertise needed), taking into account factors that may affect your plans (eg social, economic, ethical issues raised by the use of ICT). Make a reasoned selection of methods for achieving the quality of outcomes required (eg internet search, CAD/CAM techniques).

Monitor progress Prepare IT (eg create macros, create database structures, organise e-conferencing). Use ICT to aid efficient searching, evaluation and selection of information (eg to assist in finding, organising and comparing information). Explore alternative lines of enquiry (eg varying rules within models to make predictions and test hypotheses). Develop and exchange relevant information to meet your purposes, (eg use email, video conferencing). Derive new information (eg make calculations, predict trends). Monitor and critically reflect on your use of ICT skills (eg feedback from colleagues, a project supervisor, line manager). Noting choices made and judging their effectiveness (eg impact on work quality). Adapting your strategy to produce the quality of outcomes required.

Evaluate strategy and present outcomes Present information effectively, using a format and style (eg a single form or multi media), to suit your purpose, subject and audience, ensuring that it is accurate in terms of content and conventions, (eg labelling of charts, house styles for design features), and it makes sense (eg proof read and amend). Assess the effectiveness of your strategy, identifying factors that had an impact on the outcomes (eg features of the working environment, level of own expertise). For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref: QCA/04/1272).

Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. Please ask your tutor or supervisor for further guidance.

113

Level 4


114

115





Part B You must This section builds on Part A and describes the application of skills. It describes the skills you must show. All your work for this section will be assessed. You must have evidence that you can do all the things listed in the bullet points. To achieve application of number at Level 4, you must be able to apply your number skills to suit different purposes. You will show that you can: ν develop a strategy for using your number skills over an extended period of time ν monitor progress and adapt your strategy to achieve the quality of outcome required ν evaluate your overall strategy and present the outcomes from your work using charts, graphics and diagrams

116



117



Establish opportunities for using application of number skills over an extended period of time (eg in a programme of study, project or work to be carried out over three months or so)

Identify the outcomes you hope to achieve (eg an accurate analysis of research data, best use of limited finance for a project, an improved product design or production method)

Identify relevant sources of information, including people and reference material (eg line manager, specialists, customers, colleagues; reports, manuals, databases, the internet; sites for direct observations or measurements) and research the information needed for planning purposes

Plan your use of application of number skills (eg options, sequence of work, resources, level of expertise needed) and make a reasoned selection of methods to achieve the quality of outcomes required, including:

– formulating hypotheses, using models and other techniques to explore them (eg Gantt charts, network analyses) – establishing methods for testing hypotheses (eg using statistical techniques) Monitoring progress Evaluate information from different sources, developing alternative lines of enquiry where

appropriate Carry out calculations to appropriate levels of accuracy, drawing on a range of numerical,

graphical and other mathematical techniques involved in : – making measurements or observations, including use of compound units – reading and interpreting scale drawings, graphs, complex tables and charts – organising and classifying data (eg grouping data, using appropriate software

packages) – making inferences from sets of data (eg from standard deviations, interquartile range) – using numerical, graphical and algebraic methods to develop models (eg spreadsheet

simulations, formulae and graphical representations) – using ideas of proportion, variation and scaling including inverse proportion and other

non-linear variation (eg in numerical and spatial calculations, in estimating and forecasting)

– working with expressions, formulae and equations, including powers and roots – working with probability (eg calculating the probability of a compound event) – making deductions in algebraic and spatial reasoning and applying these to your work Monitor and critically reflect on your use of application of number skills, including:

– getting feedback from others (eg colleagues, tutor, project supervisor, line manager) – noting choices made and judging their effectiveness (eg impact on the quality of

work) Adapt your strategy to overcome difficulties and produce the quality of outcomes required

118

Evaluating your strategy and present outcomes

Interpret results and identify the main findings from your work, including evidence to support your conclusions (eg examine generalisations and solutions, identifying the reasoning underlying the acceptance or rejection of original hypotheses)

Present information effectively, selecting appropriate methods to illustrate findings, including charts and graphs and diagrams (eg use of non-linear scales to bring out relationships)

Explain results in relation to your work and hypotheses (eg explain patterns of relationship, trends and possible consequences, explain why particular lines of enquiry were followed and others rejected)

Assess the effectiveness of your strategy, identifying factors that had an impact on the outcomes (eg availability of resources, level of own expertise, precision)

Identify ways of further developing your application of number skills

119


You must Provide at least one example of meeting the standard for N4.1, N4.2 and N4.3 (your example must show you can formulate and test hypotheses, and draw conclusions) N4.1 Develop a strategy for using application of number skills over an extended period of time. N4.2 Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving: (a) deductive and inferential reasoning (b) algebraic modelling N4.3 Evaluate your overall strategy and present the outcomes from your work, including use of charts, graphs and diagrams to illustrate complex data. Evidence must show you can: N4.1 A Establish opportunities for using application of number skills and clearly identify the outcomes you hope to achieve B Identify relevant sources and research the information needed for planning purposes C Plan your use of application of number skills, and make a reasoned selection of methods for achieving the quality of outcomes required N4.2 A Evaluate information from different sources, developing alternative lines of enquiry where appropriate B Carry out calculations to appropriate levels of accuracy, drawing on a range of techniques to suit your purpose C Monitor and critically reflect on your use of application of number skills, adapting your strategy as necessary to produce the quality of outcomes required N4.3 A Interpret results and identify the main findings from your work, including evidence to support your conclusions B Present information effectively, selecting appropriate methods to clearly illustrate findings, and explain results in relation to your hypotheses C Assess the effectiveness of your strategy, including factors that had an impact on the outcomes, and identify ways of further developing your application of number skills

120


Examples and Guidance The following gives further guidance and examples of the techniques and knowledge in Part A. Develop a strategy Establish a strategy and identify the outcomes you hope to achieve, for instance in a programme of study a project or work to be carried out over three months or so. Identify sources of information including people and material, for instance your line manager, customers. Plan the use of your number skills by sequencing work, identifying resources and establish hypotheses. Monitor progress Evaluate information, carry out calculations using numerical, graphical and other techniques. Evaluate the strategy and present outcomes Interpret results and use evidence to support your conclusions by for instance identifying the reasoning underlying the acceptance or rejection of the original hypotheses. Select appropriate methods to illustrate findings. Explain results for instance by explaining patterns of relationships, trends. Assess your strategy noting the impact of factors on the outcome for instance the availability of the resources that were identified originally. Identify ways of developing your number skills. For further examples and guidance on the key skills standards please refer to The Key Skills Standards and Guidance (order ref: QCA/04/1272). Help with producing evidence If producing certain types of evidence is difficult for you because of a disability or for another reason, please discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative methods. Depending on the skill and level, these may include use of a scribe (amanuensis); Braille, voice activated software and British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for candidates with Particular Requirements published by the Joint Council for Qualifications. Please ask your tutor or supervisor for further guidance.

For further information contact us:

Tel. +44 (0) 8707 202 909 Email. [email protected] www.ediplc.com

Vocational Qualifications

EDI Levels 1-4 in Key Skills Qualifications

Claims to Competence

KEY SKILLS SUMMATIVE ASSESSMENT RECORD Communication Level 1

Criteria *Assessment

Method Assessor Comments Completion

date

C1.1

Take part in either a one to one discussion or a group discussion. A Provide information that is

relevant to the subject and purpose of the discussion

B Communicate clearly in a way that suits the situation and respond appropriately to others

C1.2

Read and obtain information from at least one document.

A Read relevant material B Identify accurately the main

points and ideas C Use the information to suit

your purpose

C1.3

Write two different types of documents.

A Present relevant information in

a form that suits your purpose B Spell punctuate and use

grammar accurately C Make your meaning clear

Use at least one image, either to obtain information, or to convey information in your discussion or one of the documents you write to help the audience/reader understand the points you are making

The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner signature………………………………………………Date……………… Assessor signature……………………………………………Date……………… Internal Verifier signature ( if sampled)……………………Date……………… *Obs = Observation Wt = Witness statement P = Product evidence A = APA/APL Q = Questioning Ot = Other (if sampled) Sim = Simulation/assignment E = Electronic recording PS = Personal statement Centres who wish to use alternative documentation may do so providing that it includes all the information identified in the EDI documentation and that it is discussed with and approved by the EDI External Verifier.

CLAIM TO COMPETENCE Key Skills – Communication Level 1

You must:

C1.1 Take part in either a one-to-one discussion or a group discussion

C1.2 Read and obtain information from at least one document

C1.3 Write two different types of document

Your evidence must show you can:

A Provide information that is relevant to the subject and purpose of the discussion

B Communicate clearly in a way that suits the situation and respond appropriately to others

A Read relevant material B Identify accurately the main

points and ideas C Use the information to suit

your purpose

A Present relevant information in a form that suits your purpose

B Spell, punctuate and use grammar accurately

C Make your meaning clear

LOCATION OF EVIDENCE

Page List items of evidence and where they are located in the portfolio

C1.1 C1.2 C1.3

A B A B C A B C Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill. Assessor Name: ........................................... Assessor Signature: .......................................... Learner Name: .................................. Date: Learner Signature: …………………Date: Internal Verifier signature (if sampled): ……………….. Date:

KEY SKILLS SUMMATIVE ASSESSMENT RECORD Information and Communication Technology Level 1



date

ICT1.1

Find and select relevant information.

A Choose information that is

relevant to your tasks

ICT1.2

Enter and develop information to suit the task. A Enter information using

formats that help development

B Save information so it can be found easily

ICT1.3

Develop the presentation so that the final output is accurate and fit for purpose. A Use appropriate layouts for

presenting information in a consistent way


CLAIM TO COMPETENCE Key Skills – Information and Communication Technology Level 1

You must:

ICT1.1 Find and select relevant information

ICT1.2 Enter and develop information to suit the task

ICT1.3 Develop the presentation so that the final output is accurate and fit for purpose


A Choose information that is relevant to your tasks

A Enter information using formats that help development

B Save information so it can be found easily

A Use appropriate layouts for presenting information in a consistent way

Overall, through two or more activities: include at least one ICT based information source include at least one non-ICT based information source use at least one example of text, one example of image and one example of number present evidence of purposeful use of email

LOCATION OF EVIDENCE Page List items of evidence and where they

are located in the portfolio ICT1.1 ICT1.2 ICT1.3

A A B A Indicate the location of evidence of the following: Page Page ICT based information source One example of image

Non-ICT based information source One example of number

One example of text Purposeful use of email

Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill. Assessor Name: ........................................... Assessor Signature: .......................................... Learner Name: .................................. Date: Learner Signature: …………………Date: Internal Verifier signature (if sampled): ……………….. Date:

KEY SKILLS SUMMATIVE ASSESSMENT RECORD Application of Number Level 1



date

N1.1

Interpret information from two different sources. At least one source must include a table, chart, graph or diagram.

A Obtain the information you need to meet the purpose of your task

B Identify suitable calculations to get the results you need

N1.2

Carry out and check calculations to do with:

Amounts or sizes Scales or proportion Handling statistics A Carry out calculations to the levels

of accuracy you have been given B Check your results make sense

N1.3

Interpret the results of your calculations and present your findings in two different ways using charts or diagrams A Choose suitable ways to present

your findings B Use more than one way of

presenting your findings C Present your findings clearly using a

chart or diagram D Describe what your results tell you


CLAIM TO COMPETENCE Key Skills – Application of Number Level 1

You must:

N1.1 Interpret information from two different sources. At least one source must include a table, chart, graph or diagram

N1.2 Carry out and check calculations to do with:

(a) amounts or sizes (b) scales or proportions(c) handling statistics

N1.3 Interpret the results of your calculations and present your findings in two different ways using charts or diagrams


A Obtain the information you need to meet the purpose of your task

B Identify suitable calculations to get the results you need

A Carry out calculations to the levels of accuracy you have been given

B Check your results make sense

A Choose suitable ways to present your findings

B Use more than one way of presenting your findings

C Present your findings clearly using a chart or diagram

D describe what your results tell you



N1.1 N1.2 N1.3

A B A B A B C D Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill. Assessor Name: ........................................... Assessor Signature: .......................................... Learner Name: .................................. Date: Learner Signature: …………………Date: Internal Verifier signature (if sampled): ……………….. Date:




date

C2.1a Take part in a group discussion A Make clear and relevant contributions in a way

that suits your purpose and situation B Respond appropriately to others C Help to move the discussion forward

C2.1b Give a talk of at least four minutes A Speak clearly in a way that suits your subject,

purpose and situation B Keep to the subject and structure your talk to

help listeners follow what you are saying C Use appropriate ways to support your main

points

C2.2 Read and summarise information from at least two documents about the same subject. Each document must be a minimum of 500 words long. A Select and read relevant documents B Identify accurately the main points, ideas and

lines of reasoning C Summarise the information to suit your

purpose

C2.3 Write two different types of documents, each one giving different information. One document must be at least 500 words long. A Present relevant information in a format that

suits your purpose B Use a structure and style of writing to suit your

purpose C Spell, punctuate and use grammar accurately D Make your meaning clear

Use at least one image either to obtain information or to convey information in your discussion, your talk or one of the documents you write in order to help the audience/reader understand the points you are making.



You must:

C2.1a Take part in a group discussion

C2.1b Give a talk of at least four minutes

C2.2 Read and summarise information from at least two documents about the same subjects. Each document must be a minimum of 500 words long

C2.3 Write two different types of documents, each one giving different information. One document must be at least 500 words


A Make clear and relevant contributions in a way that suits your purpose and situation

B Respond appropriately to others

C Help to move the discussions forward

A Speak clearly in a way that suits your subject, purpose and situation

B Keep to the subject and structure your talk to help listeners follow what you are saying

C Use appropriate ways to support your main points

A Select and read relevant documents

B Identify accurately the main points, ideas and lines of reasoning

C Summarise the information to suit your purpose

A Present relevant information that suits your purpose

B Use a structure and style of writing to suit your purpose

C Spell, punctuate and use grammar accurately

D Make your meaning clear

Use at least one image either to obtain information in your discussion, your talk or one of the documents you write in order to help the audience/reader understand the points you are making.


are located in the portfolio C2.1a C2.1b C2.2 C2.3

A B C A B C A B C A B C D Indicate the location of evidence of the following: Use at least one image either to obtain information in your discussion, your talk or one of the documents you write in order to help the audience/reader understand the points you are making. Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill. Assessor Name: ........................................... Assessor Signature: .......................................... Learner Name: .................................. Date: Learner Signature: …………………Date: Internal Verifier signature (if sampled): ……………….. Date:




date

ICT2.1

Search for and select information to meet your needs. Use different information sources for each task and multiple search criteria in at least one case.

A Select information relevant to

the tasks

ICT2.2

Enter and develop the information to suit the task and derive new information.

A Enter and combine information

using formats that help development

B Develop information and derive new information as appropriate

ICT2.3

Present combined information such as text with image, text with number, image with number.

A Develop the presentation so that the final output is accurate and shows consistent use of formats

B Use layout appropriate to the types of information



You must:

ICT2.1 Search for and select in formation to meet your needs. Use different information sources for each task and multiple search criteria in at least one case

ICT2.2 Enter and develop the information to suit the task and derive new information

ICT2.3 Present combined information such as text with image, text with number, image with number

Overall, through two or more activities: include at least one ICT based information source include at least one non-ICT based information source use at least one example of text, one example of image and one example of number present evidence of purposeful use of email


A Select information relevant to the tasks

A Enter and combine information using formats that help development

B Develop information and derive new information as appropriate

A Develop the presentation so that the final output is accurate and shows consistent use of formats

B Use layout appropriate to the types of information



A A B A B

Indicate the location of evidence of the following: Page Page ICT based information source One example of image Non-ICT based information source One example of number One example of text Purposeful use of email

Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill.

Assessor Name: ........................................... Assessor Signature: ..........................................

Learner Name: .................................. Date: Learner Signature: …………………Date:

Internal Verifier signature (if sampled): ……………….. Date:


Carry out at least one activity that includes tasks for N2.1, N2.2 (a or b or c or d), and N2.3

Criteria *Assessment Method

Assessor Comments Completion date

N2.1 Interpret information from a suitable source. A Choose how to get the

information you need to meet the purpose of your activity

B Obtain relevant information C Choose appropriate methods

to get the results you need

N2.2 Use your information to carry out calculations to do with: Amounts or sizes Scales or proportions Handling statistics Using formulae A Carry out calculations, clearly

showing your methods and levels of accuracy

B Check your methods to identify and correct any errors, and make sure your results make sense

N2.3 Interpret the results of your calculations and present your findings. A Select effective ways to

present your findings B Present your findings clearly

using a chart, graph or diagram and describe your methods

C Use more than one way of presenting your findings

D Describe what your results tell you and how they meet your purpose

Overall, through one or more activities Use two different sources which include material using a chart or graph. Do calculations for a, b, c and d (N2.2) Present findings in two different ways, using charts, graphs or diagrams (N2.3)

The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner signature………………………………………………Date……………… Assessor signature……………………………………………Date……………… Internal Verifier signature ( if sampled)……………………Date………………

*Obs = Observation Wt = Witness statement P = Product evidence A = APA/APL Q = Questioning Ot = Other (if sampled) Sim = Simulation/assignment E = Electronic recording PS = Personal statement Centres who wish to use alternative documentation may do so providing that it includes all the information identified in the EDI documentation and that it is discussed with and approved by the EDI External Verifier.


You must:

N2.1 Interpret information from a suitable source

N2.2 Use your information to carry out calculations to do with:

(a) amounts or sizes (b) scales or proportions (c) handling statistics (d) using formulae

N2.3 Interpret the results of your calculations and present your findings


A Choose how to get the information you need to meet the purpose of your activity

B Obtain relevant information C Choose appropriate methods to

get the results you need

A Carry out calculations, clearly showing your methods and levels of accuracy

B Check your methods to identify and correct any errors, and make sure your results make sense

A Select effective ways to present your findings

B Present your findings clearly using a chart, graph or diagram and describe your methods

C Use more than one way of presenting your findings

D Describe what your results tell you and how they meet your purpose

Overall, through one or more activities: use two different sources which include material containing a chart or graph (N2.1) do calculations for amounts or sizes, scales or proportions, handling statistics and using formulae

present findings in two different ways using charts, graphs or diagrams (N2.3) LOCATION OF EVIDENCE


N2.1 N2.2 N2.3

A B C A B A B C D Indicate the location of evidence of the following: Page Page Page Source 1 using a chart or graph

Source 2 using a chart or graph

Calculations for amounts or sizes, scales or proportions, handling statistics, using formulaes

Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill.







date

C3.1a

Take part in a group discussion


B Respond sensitively to others, and develop points and ideas

C Encourage others to contribute

C3.1b

Make a formal presentation of at least eight minutes using an image or other support material

A Speak clearly and adapt your

style of presentation to suit your purpose, subject, audience and situation

B Structure what you say to progress logically through each stage of your presentation

C Use an image or other material to support or enhance what you are saying

C3.2

Read and synthesise information from at least two documents about the same subject. Each document must be a minimum of 1,000 words long. A Select and read relevant

documents B Identify accurately, and

compare, the main points, ideas and lines of reasoning

C Present your own interpretation of the subject in a way that is coherent and brings together information from different documents to suit your purpose

Cont. *Obs = Observation Wt = Witness statement P = Product evidence A = APA/APL Q = Questioning Ot = Other (if sampled) Sim = Simulation/assignment E = Electronic recording PS = Personal statement

C3.3

Write two different types of documents, each one giving different information about complex subjects.

One document must be at least 1,000 words long. A Select and use a format and

style of writing that is appropriate to your purpose and complexity of the subject matter

B Organise material coherently to suit the length, complexity and purpose of your document



Use at least one image either to obtain information or to convey information in one of the documents you write.

The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency.

Learner signature………………………………………..Date……………… Assessor signature…………………………………………Date……………… Internal Verifier ( if sampled)………………………………Date…………….. Centres who wish to use alternative documentation may do so providing that it includes all the information identified in the EDI documentation and that it is discussed with and approved by the EDI External Verifier.


You must:

C3.1a Take part in a group discussion

C3.1b Make a formal presentation of at least 8 minutes using an image or other support material

C3.2 Read and synthesise information from at least two documents about the same subject. Each document must be a minimum of 1,000 words long

C3.3 Write two different types of documents, each one giving different information about complex subjects. One document must be at least 1,000 words long



B Respond sensitively to others, and develop points and ideas

C Encourage others to contribute

A Speak clearly and adapt your style of presentation to suit your purpose, subject audience and situation

B Structure what you say to progress logically through each stage of your presentation

C Use an image or other material to support or enhance what you are saying

A Select and read relevant documents

B Identify accurately, and compare, the main points, ideas and lines of reasoning

C Present your own interpretation of the subject in a way that is coherent and brings together information from different documents to suit your purpose

A Select and use a format and style for writing that is appropriate to your purpose and complexity of the subject matter

B Organise material coherently to suit the length, complexity and purpose of your document



Use at least one image either to obtain information or to convey information in one of the documents you write



C3.1a C3.1b C3.2 C3.3

A B C A B C A B C A B C D Indicate the location of evidence of the following: Use one image Page Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill.




KEY SKILLS SUMMATIVE ASSESSMENT Information and Communication Technology Level 3



date

ICT3.1 Search for information, using different sources, and multiple search criteria in at least one case. A Plan how to obtain and use the

information required for your tasks

B Make selections based on judgements of relevance and quality

ICT3.2 Enter and develop the information and derive new information. A Enter and bring together

information using formats that help development

B Use software features to improve the efficiency of your work

C Annotate/document your work to show that you have understood the processes followed and have taken account of the views of others

ICT3.3 Present combined information such as text with image, text with number, image with number.

A Develop the presentation so it is accurate, clear and presented consistently, taking account of the views of others

B Present your final output effectively using a format and style that suits your purpose and audience

Plan and carry through a number of different tasks, one of which must be a major task covering ICT3.1, ICT3.2 and ICT 3.3

Cont.

*Obs = Observation Wt = Witness statement P = Product evidence A = APA/APL Q = Questioning Ot = Other (if sampled) Sim = Simulation/assignment E = Electronic recording PS = Personal statement

Criteria Assessment Method


Through at least two activities include at least one ICT based information source.

Through at least two activities include at least one non ICT based information source.

Through at least two activities use at least one example of text, one example of image and one example of number.

Through at least two activities use one example of combined information such as text and number, or image and number or text and image.

Through at least two activities present evidence of purposeful use of email; one of these emails must have an attachment related to the task.


Learner signature………………………………………..Date……………… Assessor signature…………………………………………Date……………… Internal Verifier ( if sampled)………………………………Date…………….. Centres who wish to use alternative documentation may do so providing that it includes all the information identified in the EDI documentation and that it is discussed with and approved by the EDI External Verifier.


You must: Show that you can plan and carry through a number of different tasks, one of which must be a major task covering ICT3.1, ICT3.2 and ICT3.3. Each component, ICT3.1, ICT3.2 and ICT3.3, must be covered at least twice, and ICT3.3 must be covered for at least two different audiences. Smaller tasks may be used to ensure each component is covered.

Overall, through at least two activities you must: include at least one ICT based information source include at least one non-ICT based information source use at least one example of text, one example of image and one example of number use one example of combined information such as text and number, or image and number of text and image present evidence of purposeful use of email; one of these emails must have an attachment related to the task

ICT3.1 Search for information, using different sources, and multiple search criteria in at least one case

ICT3.2 Enter and develop the information and derive new information

ICT3.3 Present combined information, such as text with image, text with number, image with number


A Plan how to obtain and use the information required for your tasks

B Make selections based on judgements of relevance and quality

A Enter and bring together information using formats that help development

B Use software features to improve the efficiency of your work

C Annotate/document your work to show that you have understood the processes followed and have taken account of the views of others

A Develop the presentation so it is accurate, clear and presented consistently, taking account of the views of others

B Present your final output effectively using a format and style that suits your purpose and audience



A B A B C A B

Indicate the location of evidence of the following: Page Page ICT based information source One example of image

Non-ICT based information source One example of number

One example of text Use of email

One example of combined information

Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill. Assessor Name: ........................................... Assessor Signature: .......................................... Learner Name: .................................. Date: Learner Signature: …………………Date: Internal Verifier signature (if sampled): ……………….. Date:


Plan and carry out one or more activities that each includes tasks for all three of N3.1, N3.2 (amounts or sizes, scales or proportions, handling statistics, using formulae),

and N3.3

Criteria *Assessment Method


N3.1 Plan an activity and get relevant information from relevant sources. A Plan how to get and use the

information needed to meet the purpose of your activity

B Obtain the relevant information

C Choose appropriate methods to get the results you need and justify your choice

N3.2 Use this information to carry out multi-stage calculations to do with:

Amounts or sizes Scales or proportion Handling statistics Using formulae A Carry out calculations to

appropriate levels of accuracy, clearly showing your methods

B Check your methods and results to help ensure that errors are found and corrected

N3.3 Interpret the results of your calculations, present your findings and justify your methods.

A Select appropriate methods of

presentation and justify your choice

B Present your findings effectively

C Describe what your results tell you and whether they meet your purpose

Use two different types of sources, including a large data set

Carry out calculations to do with amounts or sizes, scales or proportions, handling statistics, using formulae

Present findings in two different ways using charts, graphs or diagrams


The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner signature………………………………………………Date……………… Assessor signature……………………………………………Date……………… Internal Verifier signature ( if sampled)……………………Date……………… Centres who wish to use alternative documentation may do so providing that it includes all the information identified in the EDI documentation and that it is discussed with and approved by the EDI External Verifier.


You must:

N3.1 Plan an activity and get relevant information from relevant sources

N3.2 Use this information to carry out multi-stage calculations to do with(a) amounts or sizes (b) scales or proportions (c) handling statistics (d) using formulae

N3.3 Interpret the results of your calculations, present your findings and justify your methods


A Plan how to get and use the information needed to meet the purpose of your activity

B Obtain the relevant information C Choose appropriate methods to

get the results you need and justify your choice

A Carry out calculations to appropriate levels of accuracy, clearly showing your methods

B Check methods and results to help ensure that errors are found and corrected

A Select appropriate methods of presentation and justify your choice

B Present your findings effectively C Describe what your results tell you

and whether they meet your purpose

Overall, through one or more activities you must: use TWO different types of sources, including a large data set, ie over 50 items of data (N3.1), material containing a

chart or graph (N3.1) carry out calculations to do with amounts or sizes, scales or proportions, handling statistics and using formulae present findings in TWO different ways using charts, graphs or diagrams (N3.3)



N3.1 N3.2 N3.3

A B C A B A B C Indicate the location of evidence of the following: Page Source 1 using a chart or graph or diagram

Source 2 using a chart or graph or diagram

Data set

Calculations for amounts or sizes, scales or proportions, handling statistics, using formulae Presentation of findings 1 Presentation of findings 2 Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill. Assessor Name: ........................................... Assessor Signature: .......................................... Learner Name: .................................. Date: Learner Signature: …………………Date: Internal Verifier signature (if sampled): ……………….. Date:


Provide at least one extended example of meeting the standard (Your example must show you can use written, oral and visual forms of communication)



date

C4.1 Develop a strategy for using communication skills over an extended period of time. A Clearly identify the outcomes

you hope to achieve B Plan your use of

communication skills, and make a reasoned selection of methods for achieving the quality of outcomes required

C Identify relevant sources and research the information

C4.2

Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving at least:

• One group discussion about a complex subject

• One document of 1,000 words or more about a complex subject

A Evaluate and synthesise

information from different sources

B Communicate relevant information with accuracy, effectively using a form, structure and style that suits your purpose, and respond perceptively to contributions from others

C Monitor and critically reflect on your use of communication skills, adapting your strategy as necessary to produce the quality of outcomes required


C4.3 Evaluate your overall strategy and present the outcomes from your work, using at least one formal oral presentation. Include a variety of verbal, visual and other techniques to illustrate your points. A Organise and clearly present

relevant information, illustrating what you say in ways that suit your purpose, subject and audience

B Vary use of vocabulary and grammatical expression to convey particular effects, enable fine distinctions to be made, achieve emphasis and engage the audience

C Assess the effectiveness of your strategy, including factors that had an impact on the outcomes, and identify ways to further develop your communication skills


Learner signature………………………………………..Date……………… Assessor signature…………………………………………Date……………… Internal Verifier ( if sampled)………………………………Date…………….. Centres who wish to use alternative documentation may do so providing that it

includes all the information identified in the EDI documentation and that it is discussed with and approved by the EDI External Verifier.


You must:

Produce evidence of meeting the requirements for C4.1, C4.2 and C4.3 as part of one activity

C4.1 Develop a strategy for using communication skills over an extended period of time

C4.2 Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving at least: one group discussion about a complex subject one document of 1,000 words or more about a complex subject

C4.3 Evaluate your overall strategy and present the outcomes from your work, using at least one formal oral presentation. Include a variety of verbal, visual and other techniques to illustrate your points


A Clearly identify the outcomes you hope to achieve

B Plan your use of communication skills, and make a reasoned selection of methods for achieving the quality of outcomes required

C Identify relevant sources and research the information

A Evaluate and synthesise information from different sources

B Communicate relevant information with accuracy, effectively using a form, structure and style that suits your purpose, and respond perceptively to contributions from others

C Monitor and critically reflect on your use of communication skills, adapting your strategy as necessary to produce the quality of outcomes required

A Organise and clearly present relevant information, illustrating what you say in ways that suit your purpose, subject and audience

B Vary use of vocabulary and grammatical expression to convey particular effects, enable fine distinctions to be made, achieve emphasis and engage the audience

C Assess the effectiveness of your strategy, including factors that had an impact on the outcomes, and identify ways of further developing your communication skills



C4.1 C4.2 C4.3

A B C A B C A B C Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill. Assessor Name: ........................................... Assessor Signature: .......................................... Learner Name: .................................. Date: Learner Signature: …………………Date: Internal Verifier signature (if sampled): ……………….. Date:




date

ICT4.1 Develop a strategy for using ICT skills over an extended period of time. A Establish opportunities for using ICT skills and clearly

identify the outcomes you hope to achieve

B Identify relevant sources and research the information needed for planning purposes

C Plan your use of ICT skills, making a reasoned selection of methods for achieving the quality of outcomes required

ICT4.2 Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving the use of ICT for two different purposes A Prepare and use ICT to aid

efficient searching, evaluation and selection of information, exploring alternative lines of enquiry where appropriate

B Develop and exchange relevant information, and derive new information, to meet your purpose

C Monitor and critically reflect on your use of ICT skills, adapting your strategy as necessary to produce the quality of outcomes required


ICT4.3 Evaluate your overall strategy and present the outcomes from your work, using at least one presentation, showing integration of text, images and number. A Develop the structure for

presenting your work, integrating different types of information and using the views of others, where appropriate, to guide refinements

B Present information effectively, using a format and style to suit your purpose, subject and audience, and ensure it is accurate and makes sense

C Assess the effectiveness of your strategy, including factors that had an impact on the outcomes, and identify ways of further developing your ICT skills

Provide at least one extended example of meeting the standards for ICT4.1, ICT4.2 and ICT4.3 (your example must show you can use ICT to handle text, images and numbers)





You must: ICT4.1 Develop a strategy for using

ICT skills over an extended period of time.

ICT4.2 Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving the use of ICT for two different, complex purposes

ICT4.3 Evaluate your overall strategy and present the outcomes from your work using at least one presentation, showing integration of text, images and number


A Establish opportunities for using ICT skills and clearly

identify the outcomes you hope to achieve


C Plan your use of ICT skills, making a reasoned selection of methods for achieving the quality of outcomes required

A Prepare and use ICT to aid efficient searching, evaluation and selection of information, exploring alternative lines of enquiry where appropriate

B Develop and exchange relevant information, and derive new information, to meet your purpose

C Monitor and critically reflect on your use of ICT skills, adapting your strategy as necessary to produce the quality of outcomes required

A Develop the structure for presenting your work, integrating different types of information and using the views of others, where appropriate, to guide refinements

B Present information effectively, using a format and style to suit your purpose, subject and audience, and ensure it is accurate and makes sense

C Assess the effectiveness of your strategy, including factors that had an impact on the outcomes, and identify ways of further developing your ICT skills

Provide at least one extended example of meeting the standards for ICT4.1, ICT4.2 and ICT4.3 (your example must show you can use ICT to handle text, images and numbers)



A B C A B C A B C Indicate the location of evidence for the following: Provide at least one extended example of meeting the standards for ICT4.1, ICT4.2 and ICT4.3. Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill. Assessor Name: ........................................... Assessor Signature: .......................................... Learner Name: .................................. Date: Learner Signature: …………………Date: Internal Verifier signature (if sampled): ……………….. Date:


Provide at least one extended example of meeting the standard (Your example must show you can formulate and test hypotheses, and draw conclusions)



date

N4.1 Develop a strategy for using application of number skills over an extended period of time. A Establish opportunities for using application of number

skills and clearly identify the outcomes you hope to achieve


C Plan your use of application of number skills, and make a reasoned selection of methods for achieving the quality of outcomes required

N4.2 Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving:

• Deductive and inferential reasoning

• Algebraic manipulation A Evaluate information from

different sources, developing alternative lines of enquiry where appropriate

B Carry out calculations to appropriate levels of accuracy, drawing on range of techniques to suit your purpose

C Monitor and critically reflect on your uses of application of number skills, adapting your strategy as necessary to produce the quality of outcomes required


N4.3 Evaluate your overall strategy and present the outcomes from your work, including use of charts, graphs and diagrams to illustrate complex data. A Interpret results and identify

the main findings from your work, including evidence to support your conclusions

B Present information effectively, selecting appropriate methods to clearly illustrate findings, and explain results in relation to your hypotheses

C Assess the effectiveness of your strategy, including factors that had an impact on the outcomes, and identify ways of further developing your application of number skills





You must:

N4.1 Develop a strategy for using application of number skills over an extended period of time

N4.2 Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving: deductive and inferential reasoning algebraic modelling

N4.3 Evaluate your overall strategy and present the outcomes from your work, including use of charts, graphs and diagrams to illustrate complex data


A Establish opportunities for using application of number skills

and clearly identify the outcomes you hope to achieve


C Plan your use of application of number skills, and make a reasoned selection of methods for achieving the quality of outcomes required

A Evaluate information from different sources, developing alternative lines of enquiry where appropriate

B Carry out calculations to appropriate levels of accuracy, drawing on range of techniques to suit your purpose

C Monitor and critically reflect on your uses of application of number skills, adapting your strategy as necessary to produce the quality of outcomes required

A Interpret results and identify the main findings from your work, including evidence to support your conclusions

B Present information effectively, selecting appropriate methods to clearly illustrate findings, and explain results in relation to your hypotheses

C Assess the effectiveness of your strategy, including factors that had an impact on the outcomes, and identify ways of further developing your application of number skills

Provide at least one example of meeting the standard for N4.1, N4.2 and N4.3 (your example must show you can formulate and test hypotheses, and draw conclusions)


are located in the portfolio N4.1 N4.2 N4.3

A B C A B C A B C Assessor Declaration: I confirm that the details above are correct, that the evidence submitted is the learner’s own work and the learner meets all the requirements for certification of this key skill. Assessor Name: ........................................... Assessor Signature: .......................................... Learner Name: .................................. Date: Learner Signature: …………………Date: Internal Verifier signature (if sampled): ……………….. Date:

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