We offer an extensive range of engaging resource that are proven to educate learners of various ages and abilities. Our catalogue of workbooks cover an array of subjects including Functional Skills, Maths, English, Digital Skills, Retail, Employability, Social Development and Tutorials.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Contact us at SmartbooksEd@outlook.com.
We offer an extensive range of engaging resource that are proven to educate learners of various ages and abilities. Our catalogue of workbooks cover an array of subjects including Functional Skills, Maths, English, Digital Skills, Retail, Employability, Social Development and Tutorials.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Contact us at SmartbooksEd@outlook.com.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaces the current Functional Skills ICT Qualification from 31st of July 2023.
The DFS qualification’s main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification itself is made up of many 5 main skill areas (Modules) each with its own series of units.
Each workbook includes various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered and can be assessed easily and signed off.
This Bundle of resource covers:
Module 1 - Using devices and handling information
1.1 Know the main features and uses of different types of device.
Task 1 - Learners to identify 9 key digital devices using images.
Task 2 - Using their existing knowledge coupled with some online research, learners will record below 5 key features for each digital device.
Task 3 – Learner will then collate data on how much each device is used by themselves and their peers.
Task 4 – Using questioning, learners will identify pros and cons of each device and their overall popularity. They will investigate other devices available on the market and give their opinions of the future of technology as a whole.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
1.2 Know what an application is and the main types of application software
Task 1 - Demonstrate knowledge on the difference between Hardware and Software and give examples for both.
Task 2 - Understand the function of an operating system and know where to find details of an OS on various devices.
Task 3 - Become familiar with the different types of applications available and how they all have a different purpose.
Task 4 - Know how to locate ‘screen time’ on mobile devices and analyse application usage and trends. Discuss the pro and cons and how screen time could be limited.
Task 5 – Write a review for a favourite application using the template provided or leave an actual review on your mobile phone.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
1.3 Apply system settings (including display, sound, Wi-Fi, time, language, accessibility).
Task 1 – Learners to become familiar with the system settings menu using Microsoft windows and identify specific settings found in each category i.e. Personalisation, Network etc.
Task 2 – Learners will navigate System settings, locate particular icons and give reasons why they may need to be accessed and applied.
Task 3 – Learners to read 3 scenarios and find a solution for each. They will also show clearly where to locate the setting required.
Task 4 – Learners to create 2 of their own scenarios and challenge their peers to fins a solution using an appropriate system setting.
Task 5 – Includes a selection of Flashcards that can be cut out, printed on cardboard or laminated and used to reinforce knowledge of system settings.
Learners can also be given a card randomly and then demonstrate, using a device, how to apply that particular system setting.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
1.4 Navigate online content to locate required information.
Task 1 - Learners will correctly type 2 URL examples into a browser and record details about the different websites. Learner can continue this task by entering their own URLs to help familiarise themselves further with this practice.
Task 2 - Learners will understand the difference between a browser and a search engine and show this by ticking the correct box next to each example logo.
Task 3 - Learners to unscramble some of the various reasons why we all use the internet. They will also give some examples of their own.
Task 4 - Learners will give examples of effective keywords to use when searching for relevant information online.
Task 5 - Learners will show an understanding of how to check the validity of information found online and will choose 6 example websites to demonstrate this.
Task 6 - Learners will follow step by step instructions on how to save websites into a browser and then bookmark 3 of their own for easier access.
Task 7 - Learners to become familiar with the navigation tools found in browser (chrome) and match the correct name and function of 14 examples.
Module 1 - Using devices and handling information
1.5 Carry Out Searches online
Task 1 - Learners are required to find the answers to find the answers to 18 general knowledge questions using the World Wide Web. This can be an individual or group timed challenge. All answers will be officially checked with any incorrect answers incurring a 10 second penalty.
Task 2 - Learners will become familiar with the most commonly asked online questions. They will guess using ‘first word’ criteria and then carry out a search to find the ‘most popular’ based on the most current data.
Task 3 - Learners will learn how to take a screenshot using different digital devices, put this into practice and attach the evidence.
Task 4 - Learners will demonstrate how to carry out a variety of searches online. They are required to plan a fictional holiday following specific guidelines and meeting certain criteria.
Extension Activity – Learners to continue with Task 4 and carry out two further searches based around the weather and reviews of their chosen destination and accommodation.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
Unit 1.6. Use files to read and store information (including creating a file, opening a file, reading information from a file, editing a file, saving a file).
Task 1 - Learners to gain an understanding of digital files, how they work, what are their main functions and the benefits and advantages of compared to traditional physical documents. (Answers to Task included)
Task 2 - Learners will become familiar with 7 of the most common digital file types and are asked to break each down with a clear description and research reasons we may need to use them. (guidance to Task included)
Task 3 - Learners will look at the impact of the digital age and how we operate now in comparison with only a few years back. They will also become familiar with new and older forms of technology.
Task 4 & 5 - Is a basic introduction into some of the skills they will be required to demonstrate in Module 2 (resources will be available in 2024).
In ‘Task4’ they will use Microsoft WORD to open an existing Text Document, edit it following a series of instructions, save the document and print off as evidence. Learners will need to access Word Doc – ‘SB Football Rules - WORD File - To be Edited’. Both this and a completed example are included with download.
In ‘Task 5’Learners will access a JPEG File and use Microsoft Photo Viewer or Paint 3D to edit it however they want using the tools available within the software. They will need to save the amended image, print it off and attach to the workbook as evidence. Learners will need to access ‘SB Sunrise - JPEG File - To be Edited’. Both this and a completed example are included with download.
Task 6 – Learners can now demonstrate their new knowledge to open, create, edit and save a digital file. They can use any off the 7 file types looked at in the unit. They will need to print off their work as evidence and could also share with the group.
Also includes a Skills and Knowledge Checklist and Glossary with key words for learners to complete.
Module 1 - Using devices and handling information
Unit - 1.7 - Use files and folders to organise and retrieve information (including local and remote storage).
Task 1 – An introductory discussion where learners are to identify areas of their life they like to keep organised and share opinions on the benefits mirroring this good practice in their digital world.
Task 2 - Learners will become familiar folder hierarchy and the importance of categorising and naming main folders as part of this process.
Task 3 - Learners will demonstrate they can structure folders sub folders and files correctly using cut out templates. The challenge can be undertaken, individually, in pairs or groups and even timed for an element of competition. (Tutor Answers included)
Task 4 - Learners will determine 5 authentic and 5 misleading tips for Digital Housekeeping. (Tutor Answers included)
Task 5 - Learner will follow 6 mini tasks to demonstrate their ability of knowledge gained so far. The tutor will observe and using a witness checklist, sign off each one completed task.
Task 6 – Learners to read/discuss the statements that describe remote and local storage and match the correct benefits and considerations from the list.
They will also need to recognise 3 main cloud serve providers.
Task 7 - The last task requires learners to put the knowledge gained from this unit into practice and implement a thorough and efficient tidy up on their digital devices i.e. phone tablet, pc laptop etc.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
Unit - 1.8 - Know when there is a problem with a device or software and know the difference between system errors.
Task 1 – An introductory discussion where learners are to share experiences of things that have gone wrong, and frustrations caused when using any type of digital device. Learner will then uncover other common malfunction using images.
Task 2 - Learners will become familiar the difference between User and System errors and give 2 examples for each.
Task 3 – Learners will demonstrate their understanding by looking at 10 scenarios that all portray real life problems and identifying whether it is a system error, user error or a combination of both.
Task 4 & 5 - Learners will determine 5 common viruses from the images and Research the characteristics, functions and how each virus operates. They will add this information to the table.
A Guided answer sheet is included for Tasks 1,4 &5
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
Unit - 1.9 Apply a solution to solve a simple technical problem.
Task 1 – An introductory to how troubleshooting can help resolve digital device issues without immediately seeking professional help. Learners will reorder 9 potential fixes (troubleshooting steps) in a logical order.
Task 2 – Revisiting 4 of the real-life dilemmas from Unit 8, learners will research and record a series of suitable troubleshooting steps for each. An example has been given.
Task 3 - Learners will become familiar with 10 common error messages that appear on-screen when there is a problem. They will fill in the missing words while gaining an understanding of what each of them mean.
Task 4 - Learners to take part in a multiple-choice quiz in pairs or independently, followed by a group discussion based on everyone’s answers.
Extension Activity – Learners have the opportunity to continue Task 2 and find solutions for the remaining 4 dilemmas form Unit 8.
Tutor Answers are included for all 4 tasks.
Module 2 - Creating and Editing - 2.1 - Use a suitable application to enter, edit and format text
This resource includes:
Task 1 - Learners to identify 3 of the main Word processing software applications and then give 3 examples of editing and 3 examples of formatting text. This will confirm they know the difference.
They will then move into an activity that requires them to label the basic formatting tools found in Microsoft WORD (The application that will be used throughout this unit)
Task 2 - Using their existing knowledge coupled with some online research, learners will complete a table that showcases the functionality and application of the previously identified formatting tools.(Tutor Guided Answers are included)
Task 3 (a) – Learners will open an email and download the attached document (This is included and will have been sent prior by the tutor). Learners will then format the text by following a series of instructions. They will then save the new version ready for the next task. (Guided Tutor example included)
Task 3 (b) – This is a continuation of Task 3(a) with 8 more instructions, some of which will stretch and challenge. Learners will save and print work as evidence. (Guided Tutor example included)
Task 4 – Learners will take part in a ‘true’ & ‘false’ quiz based on the dos and don’ts of formatting text. Tutors can then recap on the unit, encourage discussion and go through answers as a group (Guided Answers included)
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 2 - Creating and Editing - 2.2 - Use a suitable application to enter, edit and format text.
This resource includes:
Task 1 - Learners to identify 3 commonly used Graphic Editing software and then discuss as a group their own experiences of using these applications. They are then required to brainstorm 6 picture formatting tools that can be found in Microsoft WORD. (The application that will be used throughout this unit)
Task 2 - They will then move into an activity that requires them to label the basic picture formatting tools found within the picture formatting tab.
Task 3 – Learners are given 9 images, adjacent to each image are 9 duplicates of the same image, each formatted using one of the previously mentioned tools. Their objective is to identify the formatting tool used and discuss the function for each.
Pages 6-9 demonstrate how to use 6 other picture formatting tools that are regularly used when editing images. These are instructional tasks and learners can practice using them before putting them in to practice in the next task.
Task 4 & 5 – Learners will be emailed 2 Digital Image Files - ‘Image A - Donkey’ & ‘Image B - Highland’.
Learners are required to insert the pictures into a blank WORD Document (Extra Tutor guidance is included on Page 19) and then implement the 6 formatting instructions provided for each. They can then save and print the new images off as evidence.
Task 6 - Learners have the chance to select an image from the 6 provided (included in resource Image C-H) or use their own if they prefer. They will then edit the image using 6 different formatting tools recording them on the Page 12. They can invite/challenge peers to edit the image in the same manner.
Task 7 – Learner will finish the unit by completing a 12-question multiple-choice recap quiz
Module 2 - Creating and Editing - 2.3 - Combine different types of information (including text, graphics, images) for a given purpose.
Task 1 - Learners to understand why and when it is appropriate to combine Text, graphics and images and identify 9 examples of when documents integrate different types of information.
The next 3 pages offer basic tutorials on how to effectively use Text boxes, shapes, and icons.
Task 2 - Learners will produce a document that will practically demonstrate their competence using the ‘Text box’, ��Shape’ an ‘Icon’ formatting tools. (An example has been provided)
Task 3– Learners will be challenged is to produce a ‘Lost Dog’ poster using Word. It will include an image sent by the tutor as well as other graphics and include the information provided.
Task 4 – The objective of this task is for learners to demonstrate even further confidence when combining graphics and text. They will showcase this by designing a fictional restaurant menu. (Example Provided)
Task 5 – Learners will take part in recap questionnaire (Guided answers provided)
Task 6 - As a group learners will come up with 6 benefits combining text, graphics and images. Your tutor will give you some (provided) guidance.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 2 - Creating and Editing - 2.4 Capture digital media (including image, video) and view in a suitable application.
This resource includes:
Task 1-– Learners to read descriptions and identify 3 of the most common digital devices used to capture digital media today. This leads into a group discussion.
Task 2 - Learners to fill in the blanks of a piece of text that describes the importance of digital media in today’s digital age.
Task 3 - Learners will be challenged in a matching the description game that will help them gain and understanding of specific file types in digital media.
Tasks 4-6 include basic tutorials on 3 ways to transfer/download digital media on a PC from another digital device. Learners will be signed of for each task based on competency.
Task 7 - Learners will identify different digital file viewing applications from their individual logos.
Task 8 - Learners will have the opportunity to effectively demonstrate their ability to capture digital media in a presentation that they can deliver to peers. A structure of content is included.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time. Guided answers are also included for specific units.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaces the current Functional Skills ICT Qualification from 31st of July 2023.
The DFS qualification’s main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification itself is made up of many 5 main skill areas (Modules) each with its own series of units.
The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered and can be assessed easily and signed off.
This resource covers:
Module 3 - Communicating
3.2 - Compose and reply to online communications comprising text and other digital content to individual and multiple recipients.
This resource includes:
Tutorial 1 – Learners will follow the steps that show you how to compose and send an email to an individual and to multiple recipients.
Tutorial 2 – They will Continue the tutorial on how to attach digital content such as images & videos.
Tutorial 3 - Finally, they will; learn how to ‘reply to’ and 'forward on’ an email from an individual and group recipients.
Scenario: Lunch Time Gaming Club
Task 1- Email an Individual and a Group.
Learners will be provided with a scenario where they will need to compose and send an email to their Tutor. They will then compose and send a ‘follow up’ email to a selection of their peers.
Task 2 - Attaching Digital Content
Learners will send another email to both their tutor and their peers; however,
this time it will include an image and link related to the set scenario.
Task 3 - Replying to an Email
Finally, each student will receive an email from their tutor of which they
will need to reply to with a suitable message.
Independent Practice Task - Movie Recommendation
Learners will demonstrate their ability to independently compose and reply to online
communications by recommending a Movie or TV Show.
Recap Quiz (Answers included)
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaced the current Functional Skills ICT Qualification from 31st of July 2023. The DFSQ’S main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification is made up of 5 Module and broken down into a series of units.
The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered which can be signed off. he individual outcomes covered and can be assessed easily and signed off.
This workbook covers:
Module 1 - Using devices and handling information
Unit - 1.1 Know the main features and uses of different types of device.
This resource includes:
Task 1 - Learners to identify 9 key digital devices using images.
Task 2 - Using their existing knowledge coupled with some online research, learners will record below 3 key features for each digital device.
Task 3 – Learner will then collate data on how much each device is used by themselves and their peers.
Task 4 – Using questioning, learners will identify pros and cons of each device and their overall popularity. They will investigate other devices available on the market and give their opinions of the future of technology as a whole.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time. Guided answers when appropriate are also included.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
These worksheets have been designed and proven to educate learners on a variety of subjects that will enhance knowledge, creativity, individuality and embed valuable functional skills.
The resource can be used effectively in English/Tutorials sessions and also includes an ICT task. It is suitable for Entry Level 3/Level 1 (although lots of scopes to differentiate within the tasks and an Editable Word Doc is Available).
The resource allows the learner to review a Film/TV Show and then showcase their favourite to their group/peers
It requires learners to demonstrate various skills and subtly embeds many of the Functional skills as are necessary for assessment and is broken down into the following tasks:
Task 1 - Various Warm-up activities, including becoming familiar with the work Genre and identifying descriptive words used by critics. Using a process of elimination, learners will select a film or TV Show that they will use for the next task.
Task 2 - Take notes, plan and create a draft review for their chosen Film/ TV Show. Follow the guidance and include all the elements found in a typical review.
Task 3 - Learners can now choose between writing their final review using the template provided or upload to the IMDB (Internet Movie Database) and screenprint as evidence. Clear instructions are given for the latter.
Task 4 - Learners to produce a PPT and deliver their presentation to their group/peers. Examples have been given along with a checklist to ensure all required detail is included.
Extension Activity - Learners can complete a tick list of their favourite ‘Must See’ Films/TV shows and recommend them to friends/family to watch and then individually review.
Feedback is Key; we value your positive comments and constructive criticism. Post a review and we will send you another singular resource at the same value of your choice for FREE!
This resource is available to download as a PDF file. Word versions are available; feel free to message me directly for these formats at SmartbooksED@outlook.com
This 5 series BUNDLE of resources have been created for those Teaching and Studying the City & Guilds Employability Skills Award/Certificate/Diploma (5546)
The qualification itself is made up of many Units all of which require assessment that can present evidence and demonstrate that all learning outcomes have been met.
This BUNDLE of Workbooks include various challenges, activities and tests to prove learners understanding and collate the evidence required to confirm they have met all outcomes and can be used as a Final Assignment. Each page has a header that includes the individual outcomes covered and can be assessed easily and then signed off.
These can be completed by the individual learners as a final assignment or as a group if delivered as a workbook and would normally follow 2 - 3 sessions of underpinning knowledge, group activities, research tasks and relevant delivery.
Unit 401 in the series focuses on helping the learner plan for progression
Learner outcomes are as follows;
1 Understand own study or training programme
2 Know the facilities & support available in the college
3 Recognise personal strengths (skills, qualities and attitudes) needed for learning and work
4 Agree an action plan for self-improvement
Unit 402 focuses on the importance of Managing Personal Finance and covers the following criteria.
Learner outcomes are as follows;
1 Understand sources of income and outgoings.
2 Know how to reduce expenditure.
3 Understand how to plan a personal budget.
4 Be able to recognise the products provided by financial institutions.
5 Understand the advantages and disadvantages of borrowing money.
6 Understand how to obtain help with managing own money.
Unit 403 focuses on preparing learners for a Work Based Placement
Learner outcomes are as follows;
1 Be able to prepare for his/her work experience
2 Be able to plan a journey to work
3 Be able to follow requirements during the work experience
4 Be able to complete a work experience review
Unit 405 focuses on the importance of Career Planning and making applications and covers the following criteria.
Level 1- UNIT 405- Career Planning and making applications
Be able to choose a suitable career pathway
Be able to identify a suitable job, training programme or course
Understand how to prepare a Curriculum Vitae
Understand how candidates are selected for interview
Be able to apply for a job, training placement or course
Other Units in this series are available on TES and within the SmartBooks Resource Shop
This resource is available to download as a PDF file. Word versions are available and feel free to message me directly for these formats at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
These worksheets have been designed to subtly embed the valuable functional skills learners required to get the most out of education, work and everyday life and help them function more confidently, effectively and independently. They can be used effectively in Tutorials, Maths or various other sessions.
This instalment focuses on ‘Reading Timetables’. Learners are tasked with studying 3 different examples, a Bus Timetable, a Swimming Pool Timetable and a College Session Timetable and then extracting the information required to answer the set questions and confirm understanding.
The questions can be answered individually or collectively by cutting them into cards. The larger A3 versions (included) can be displayed around the room for the learners to work in groups. Alternatively, the questions could be called out by the tutor for a more active learning experience. Lots of scope for interpretation, the resources also included some blank question sheets so learners can create some peer to peer questioning.
Feedback is Key, and we value your positive comments and constructive criticism. Post a review, and we will send you another singular resource at the same value of your choice for FREE!
This resource is available to download as a PDF file. Word versions are available, and feel free to message me directly for these formats at SmartbooksED@outlook.com
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaces the current Functional Skills ICT Qualification from 31st of July 2023.
The DFS qualification’s main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification itself is made up of many 5 main skill areas (Modules) each with its own series of units.
Each workbook includes various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered and can be assessed easily and signed off.
This Bundle of resource covers:
Module 1 - Using devices and handling information
1.1 Know the main features and uses of different types of device.
Task 1 - Learners to identify 9 key digital devices using images.
Task 2 - Using their existing knowledge coupled with some online research, learners will record below 5 key features for each digital device.
Task 3 – Learner will then collate data on how much each device is used by themselves and their peers.
Task 4 – Using questioning, learners will identify pros and cons of each device and their overall popularity. They will investigate other devices available on the market and give their opinions of the future of technology as a whole.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
1.2 Know what an application is and the main types of application software
Task 1 - Demonstrate knowledge on the difference between Hardware and Software and give examples for both.
Task 2 - Understand the function of an operating system and know where to find details of an OS on various devices.
Task 3 - Become familiar with the different types of applications available and how they all have a different purpose.
Task 4 - Know how to locate ‘screen time’ on mobile devices and analyse application usage and trends. Discuss the pro and cons and how screen time could be limited.
Task 5 – Write a review for a favourite application using the template provided or leave an actual review on your mobile phone.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
1.3 Apply system settings (including display, sound, Wi-Fi, time, language, accessibility).
Task 1 – Learners to become familiar with the system settings menu using Microsoft windows and identify specific settings found in each category i.e. Personalisation, Network etc.
Task 2 – Learners will navigate System settings, locate particular icons and give reasons why they may need to be accessed and applied.
Task 3 – Learners to read 3 scenarios and find a solution for each. They will also show clearly where to locate the setting required.
Task 4 – Learners to create 2 of their own scenarios and challenge their peers to fins a solution using an appropriate system setting.
Task 5 – Includes a selection of Flashcards that can be cut out, printed on cardboard or laminated and used to reinforce knowledge of system settings.
Learners can also be given a card randomly and then demonstrate, using a device, how to apply that particular system setting.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
1.4 Navigate online content to locate required information.
Task 1 - Learners will correctly type 2 URL examples into a browser and record details about the different websites. Learner can continue this task by entering their own URLs to help familiarise themselves further with this practice.
Task 2 - Learners will understand the difference between a browser and a search engine and show this by ticking the correct box next to each example logo.
Task 3 - Learners to unscramble some of the various reasons why we all use the internet. They will also give some examples of their own.
Task 4 - Learners will give examples of effective keywords to use when searching for relevant information online.
Task 5 - Learners will show an understanding of how to check the validity of information found online and will choose 6 example websites to demonstrate this.
Task 6 - Learners will follow step by step instructions on how to save websites into a browser and then bookmark 3 of their own for easier access.
Task 7 - Learners to become familiar with the navigation tools found in browser (chrome) and match the correct name and function of 14 examples.
Module 1 - Using devices and handling information
1.5 Carry Out Searches online
Task 1 - Learners are required to find the answers to find the answers to 18 general knowledge questions using the World Wide Web. This can be an individual or group timed challenge. All answers will be officially checked with any incorrect answers incurring a 10 second penalty.
Task 2 - Learners will become familiar with the most commonly asked online questions. They will guess using ‘first word’ criteria and then carry out a search to find the ‘most popular’ based on the most current data.
Task 3 - Learners will learn how to take a screenshot using different digital devices, put this into practice and attach the evidence.
Task 4 - Learners will demonstrate how to carry out a variety of searches online. They are required to plan a fictional holiday following specific guidelines and meeting certain criteria.
Extension Activity – Learners to continue with Task 4 and carry out two further searches based around the weather and reviews of their chosen destination and accommodation.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
Unit 1.6. Use files to read and store information (including creating a file, opening a file, reading information from a file, editing a file, saving a file).
Task 1 - Learners to gain an understanding of digital files, how they work, what are their main functions and the benefits and advantages of compared to traditional physical documents. (Answers to Task included)
Task 2 - Learners will become familiar with 7 of the most common digital file types and are asked to break each down with a clear description and research reasons we may need to use them. (guidance to Task included)
Task 3 - Learners will look at the impact of the digital age and how we operate now in comparison with only a few years back. They will also become familiar with new and older forms of technology.
Task 4 & 5 - Is a basic introduction into some of the skills they will be required to demonstrate in Module 2 (resources will be available in 2024).
In ‘Task4’ they will use Microsoft WORD to open an existing Text Document, edit it following a series of instructions, save the document and print off as evidence. Learners will need to access Word Doc – ‘SB Football Rules - WORD File - To be Edited’. Both this and a completed example are included with download.
In ‘Task 5’Learners will access a JPEG File and use Microsoft Photo Viewer or Paint 3D to edit it however they want using the tools available within the software. They will need to save the amended image, print it off and attach to the workbook as evidence. Learners will need to access ‘SB Sunrise - JPEG File - To be Edited’. Both this and a completed example are included with download.
Task 6 – Learners can now demonstrate their new knowledge to open, create, edit and save a digital file. They can use any off the 7 file types looked at in the unit. They will need to print off their work as evidence and could also share with the group.
Also includes a Skills and Knowledge Checklist and Glossary with key words for learners to complete.
Module 1 - Using devices and handling information
Unit - 1.7 - Use files and folders to organise and retrieve information (including local and remote storage).
Task 1 – An introductory discussion where learners are to identify areas of their life they like to keep organised and share opinions on the benefits mirroring this good practice in their digital world.
Task 2 - Learners will become familiar folder hierarchy and the importance of categorising and naming main folders as part of this process.
Task 3 - Learners will demonstrate they can structure folders sub folders and files correctly using cut out templates. The challenge can be undertaken, individually, in pairs or groups and even timed for an element of competition. (Tutor Answers included)
Task 4 - Learners will determine 5 authentic and 5 misleading tips for Digital Housekeeping. (Tutor Answers included)
Task 5 - Learner will follow 6 mini tasks to demonstrate their ability of knowledge gained so far. The tutor will observe and using a witness checklist, sign off each one completed task.
Task 6 – Learners to read/discuss the statements that describe remote and local storage and match the correct benefits and considerations from the list.
They will also need to recognise 3 main cloud serve providers.
Task 7 - The last task requires learners to put the knowledge gained from this unit into practice and implement a thorough and efficient tidy up on their digital devices i.e. phone tablet, pc laptop etc.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
Unit - 1.8 - Know when there is a problem with a device or software and know the difference between system errors.
Task 1 – An introductory discussion where learners are to share experiences of things that have gone wrong, and frustrations caused when using any type of digital device. Learner will then uncover other common malfunction using images.
Task 2 - Learners will become familiar the difference between User and System errors and give 2 examples for each.
Task 3 – Learners will demonstrate their understanding by looking at 10 scenarios that all portray real life problems and identifying whether it is a system error, user error or a combination of both.
Task 4 & 5 - Learners will determine 5 common viruses from the images and Research the characteristics, functions and how each virus operates. They will add this information to the table.
A Guided answer sheet is included for Tasks 1,4 &5
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
Unit - 1.9 Apply a solution to solve a simple technical problem.
Task 1 – An introductory to how troubleshooting can help resolve digital device issues without immediately seeking professional help. Learners will reorder 9 potential fixes (troubleshooting steps) in a logical order.
Task 2 – Revisiting 4 of the real-life dilemmas from Unit 8, learners will research and record a series of suitable troubleshooting steps for each. An example has been given.
Task 3 - Learners will become familiar with 10 common error messages that appear on-screen when there is a problem. They will fill in the missing words while gaining an understanding of what each of them mean.
Task 4 - Learners to take part in a multiple-choice quiz in pairs or independently, followed by a group discussion based on everyone’s answers.
Extension Activity – Learners have the opportunity to continue Task 2 and find solutions for the remaining 4 dilemmas form Unit 8.
Tutor Answers are included for all 4 tasks.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaces the current Functional Skills ICT Qualification from 31st of July 2023.The DFS qualification’s main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification itself is made up of many 5 main skill areas (Modules) each with its own series of units.
The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered and can be assessed easily and signed off.
This resource covers:
Module 2 - Creating and Editing - 2.1 - Use a suitable application to enter, edit and format text
This resource includes:
Task 1 - Learners to identify 3 of the main Word processing software applications and then give 3 examples of editing and 3 examples of formatting text. This will confirm they know the difference.
They will then move into an activity that requires them to label the basic formatting tools found in Microsoft WORD (The application that will be used throughout this unit)
Task 2 - Using their existing knowledge coupled with some online research, learners will complete a table that showcases the functionality and application of the previously identified formatting tools.(Tutor Guided Answers are included)
Task 3 (a) – Learners will open an email and download the attached document (This is included and will have been sent prior by the tutor). Learners will then format the text by following a series of instructions. They will then save the new version ready for the next task. (Guided Tutor example included)
Task 3 (b) – This is a continuation of Task 3(a) with 8 more instructions, some of which will stretch and challenge. Learners will save and print work as evidence. (Guided Tutor example included)
Task 4 – Learners will take part in a ‘true’ & ‘false’ quiz based on the dos and don’ts of formatting text. Tutors can then recap on the unit, encourage discussion and go through answers as a group (Guided Answers included)
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaces the current Functional Skills ICT Qualification from 31st of July 2023.
The DFS qualification’s main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification itself is made up of many 5 main skill areas (Modules) each with its own series of units.
The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered and can be assessed easily and signed off.
This resource covers:
Module 3 - Communicating
3.1 - Create and edit details in a contacts list.
It should help students understand the practical aspects of managing a digital contacts list while engaging them with hands-on activities to reinforce learning.
This resource includes:
Tutorial 1 – Learners will follow the steps that show you how to create contacts in Outlook and input key details such as name, number, email, address etc.
Tutorial 2 – They will continue the tutorial that on how to edit contacts details. This could include changing or adding extra information.
Tutorial 3 - Finally, they will; learn how to organise contacts by adding them to favourites and placing them into lists.
Task 1- Creating Contacts
Learners will be provided with a handout containing information for 6 new fictional contacts. They will need to add these to outlook contacts.
Task 2 - Editing Contacts
Learners will be given a list of changes to make to these contacts i.e. update a phone number, add an email.
Task 3 - Organise Contacts
Finally they will need to add 2 contacts to ‘favourites’ and assign the others to at least two different lists i.e. Family, Friends etc.
Independent Practice Task and Quiz (Answers included)
Final Task - Personal Contacts List
Learners will independently create their own contacts list using real contact and then write a brief 150–200-word summary explaining how to create, edit, and organise contacts. (Guided Example included)
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaces the current Functional Skills ICT Qualification from 31st of July 2023.
The DFS qualification’s main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification itself is made up of many 5 main skill areas (Modules) each with its own series of units.
The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered and can be assessed easily and signed off.
This resource covers:
Module 3 - Communicating
3.3 - Initiate and participate in a video call.
This resource includes:
Task 1 – Learners will name 3 frequently used video call platforms and then identify 5 advantages to communicating in this way. (Guided Answers included)
Task 2 - Setting up Microsoft Teams
The objective of this task is for learners to understand the basics of setting up a video call in Microsoft Teams and demonstrate this in a series of steps.
Task 3 - Scheduling a Video Call
The objective of this task is for learners to know how to schedule a video call in Microsoft Teams and demonstrate this in a series of steps.
Task 4 - Joining a Video Call
The objective of this task is for learners to practice joining a video call in Microsoft Teams and demonstrate this in a series of steps.
Task 5 - Participate in a Video Call
The objective of this task is for learners to participate confidently and appropriately in a video call and demonstrate this in a series of steps.
For Tasks 2 - 5 learners will use a checklist and attach screen prints as evidence on separate sheets (Included)
Recap Quiz (Answers included)
Possible Extension Task Idea is included covering Troubleshooting common issues.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaced the current Functional Skills ICT Qualification from 31st of July 2023. The DFSQ’S main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification is made up of 5 Module and broken down into a series of units.
The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered which can be signed off.
This workbook covers:
Module 1 - Using devices and handling information
Unit - 1.2 Know what an application is and the main types of application software
This resource includes:
Task 1 - Demonstrate knowledge on the difference between Hardware and Software and give examples for both.
Task 2 - Understand the function of an operating system and know where to find details of an OS on various devices.
Task 3 - Become familiar with the different types of applications available and how they all have a different purpose.
Task 4 - Know how to locate ‘screen time’ on mobile devices and analyse application usage and trends. Discuss the pro and cons and how screen time could be limited.
Task 5 – Write a review for a favourite application using the template provided or leave an actual review on your mobile phone.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time. Guided answers when appropriate are also included.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaced the current Functional Skills ICT Qualification from 31st of July 2023. The DFSQ’S main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification is made up of 5 Module and broken down into a series of units.
The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered which can be signed off.
This resource covers:
Module 1 - Using devices and handling information
Unit 1.6. Use files to read and store information (including creating a file, opening a file, reading information from a file, editing a file, saving a file).
This resource includes:
Task 1 - Learners to gain an understanding of digital files, how they work, what are their main functions and the benefits and advantages of compared to traditional physical documents. (Answers to Task included)
Task 2 - Learners will become familiar with 7 of the most common digital file types and are asked to break each down with a clear description and research reasons we may need to use them. (guidance to Task included)
Task 3 - Learners will look at the impact of the digital age and how we operate now in comparison with only a few years back. They will also become familiar with new and older forms of technology.
Task 4 & 5 - Is a basic introduction into some of the skills they will be required to demonstrate in Module 2 (resources will be available in 2024).
In ‘Task4’ they will use Microsoft WORD to open an existing Text Document, edit it following a series of instructions, save the document and print off as evidence. Learners will need to access Word Doc – ‘SB Football Rules - WORD File - To be Edited’. Both this and a completed example are included with download.
In ‘Task 5’Learners will access a JPEG File and use Microsoft Photo Viewer or Paint 3D to edit it however they want using the tools available within the software. They will need to save the amended image, print it off and attach to the workbook as evidence. Learners will need to access ‘SB Sunrise - JPEG File - To be Edited’. Both this and a completed example are included with download.
Task 6 – Learners can now demonstrate their new knowledge to open, create, edit and save a digital file. They can use any off the 7 file types looked at in the unit. They will need to print off their work as evidence and could also share with the group.
Also includes a Skills and Knowledge Checklist and Glossary with key words for learners to complete.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaces the current Functional Skills ICT Qualification from 31st of July 2023.
The DFS qualification’s main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification itself is made up of many 5 main skill areas (Modules) each with its own series of units.
Each workbook includes various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered and can be assessed easily and signed off.
This Bundle of resource covers:
Module 1 - Using devices and handling information
1.1 Know the main features and uses of different types of device.
This resource includes:
Task 1 - Learners to identify 9 key digital devices using images.
Task 2 - Using their existing knowledge coupled with some online research, learners will record below 5 key features for each digital device.
Task 3 – Learner will then collate data on how much each device is used by themselves and their peers.
Task 4 – Using questioning, learners will identify pros and cons of each device and their overall popularity. They will investigate other devices available on the market and give their opinions of the future of technology as a whole.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
1.2 Know what an application is and the main types of application software
Task 1 - Demonstrate knowledge on the difference between Hardware and Software and give examples for both.
Task 2 - Understand the function of an operating system and know where to find details of an OS on various devices.
Task 3 - Become familiar with the different types of applications available and how they all have a different purpose.
Task 4 - Know how to locate ‘screen time’ on mobile devices and analyse application usage and trends. Discuss the pro and cons and how screen time could be limited.
Task 5 – Write a review for a favourite application using the template provided or leave an actual review on your mobile phone.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
1.3 Apply system settings (including display, sound, Wi-Fi, time, language, accessibility).
Task 1 – Learners to become familiar with the system settings menu using Microsoft windows and identify specific settings found in each category i.e. Personalisation, Network etc.
Task 2 – Learners will navigate System settings, locate particular icons and give reasons why they may need to be accessed and applied.
Task 3 – Learners to read 3 scenarios and find a solution for each. They will also show clearly where to locate the setting required.
Task 4 – Learners to create 2 of their own scenarios and challenge their peers to fins a solution using an appropriate system setting.
Task 5 – Includes a selection of Flashcards that can be cut out, printed on cardboard or laminated and used to reinforce knowledge of system settings.
Learners can also be given a card randomly and then demonstrate, using a device, how to apply that particular system setting.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information.
1.4 Navigate online content to locate required information.
Task 1 - Learners will correctly type 2 URL examples into a browser and record details about the different websites. Learner can continue this task by entering their own URLs to help familiarise themselves further with this practice.
Task 2 - Learners will understand the difference between a browser and a search engine and show this by ticking the correct box next to each example logo.
Task 3 - Learners to unscramble some of the various reasons why we all use the internet. They will also give some examples of their own.
Task 4 - Learners will give examples of effective keywords to use when searching for relevant information online.
Task 5 - Learners will show an understanding of how to check the validity of information found online and will choose 6 example websites to demonstrate this.
Task 6 - Learners will follow step by step instructions on how to save websites into a browser and then bookmark 3 of their own for easier access.
Task 7 - Learners to become familiar with the navigation tools found in browser (chrome) and match the correct name and function of 14 examples.
Module 1 - Using devices and handling information - 1.5 Carry Out Searches online
Task 1 - Learners are required to find the answers to find the answers to 18 general knowledge questions using the World Wide Web. This can be an individual or group timed challenge. All answers will be officially checked with any incorrect answers incurring a 10 second penalty.
Task 2 - Learners will become familiar with the most commonly asked online questions. They will guess using ‘first word’ criteria and then carry out a search to find the ‘most popular’ based on the most current data.
Task 3 - Learners will learn how to take a screenshot using different digital devices, put this into practice and attach the evidence.
Task 4 - Learners will demonstrate how to carry out a variety of searches online. They are required to plan a fictional holiday following specific guidelines and meeting certain criteria.
Extension Activity – Learners to continue with Task 4 and carry out two further searches based around the weather and reviews of their chosen destination and accommodation.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaces the current Functional Skills ICT Qualification from 31st of July 2023.
The DFS qualification’s main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification itself is made up of many 5 main skill areas (Modules) each with its own series of units.
The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered and can be assessed easily and signed off.
This resource covers:
Module 2 - Creating and Editing - 2.4 Capture digital media (including image, video) and view in a suitable application.
This resource includes:
Task 1-– Learners to read descriptions and identify 3 of the most common digital devices used to capture digital media today. This leads into a group discussion.
Task 2 - Learners to fill in the blanks of a piece of text that describes the importance of digital media in today’s digital age.
Task 3 - Learners will be challenged in a matching the description game that will help them gain and understanding of specific file types in digital media.
Tasks 4-6 include basic tutorials on 3 ways to transfer/download digital media on a PC from another digital device. Learners will be signed of for each task based on competency.
Task 7 - Learners will identify different digital file viewing applications from their individual logos.
Task 8 - Learners will have the opportunity to effectively demonstrate their ability to capture digital media in a presentation that they can deliver to peers. A structure of content is included.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time. Guided answers are also included for specific units.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
This series of resources have been created for those Teaching and Studying the City & Guilds Employability Skills Award/Certificate/Diploma (5546)
The qualification itself is made up of many Units all of which require assessment that can present evidence and demonstrate that all learning outcomes have been met.
These Workbooks include various challenges, activities and tests to prove learners understanding and collate the evidence required to confirm they have met all outcomes. Each page has a header that includes the individual outcomes covered, which can be assessed and then signed off.
The workbook can be delivered as individual worksheets or as a final assignment that would normally follow 2 - 3 sessions of underpinning knowledge, group activities, research tasks and relevant delivery.
This particular instalment in the series focuses on the importance of Working as part of Team and making covers the following criteria.
Level 1- UNIT 411- Working as Part of a Team
Understand why effective teamwork is important.
Understand team values and goals.
Understand the roles people may take in a team.
Understand how to achieve a team goal
Be able to implement and review the plan
Be able to reflect on the effectiveness of the plan
Other Units in this series are available on TES and within the SmartBooks Resource Shop
This resource is available to download as a PDF file. Word versions are available and feel free to message me directly for these formats at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
This 5 series BUNDLE of resources have been created for those Teaching and Studying the City & Guilds Employability Skills Award/Certificate/Diploma (5546)
The qualification itself is made up of many Units all of which require assessment that can present evidence and demonstrate that all learning outcomes have been met.
This BUNDLE of Workbooks include various challenges, activities and tests to prove learners understanding and collate the evidence required to confirm they have met all outcomes and can be used as a Final Assignment. Each page has a header that includes the individual outcomes covered and can be assessed easily and then signed off.
These can be completed by the individual learners as a final assignment or as a group if delivered as a workbook and would normally follow 2 - 3 sessions of underpinning knowledge, group activities, research tasks and relevant delivery.
Unit 407 focuses on helping the learner to prepare for an interview and includes a mock interview activity. Learning Outcomes include:
1.1 research:
A. the company B. its values C. its impact on the community D. the job role
1.2 prepare answers to a given set of questions that are likely to be asked in the interview
1.3 prepare questions to ask in the interview based on research
1.4 describe different interview techniques
1.5 describe how to seek clarity from the interviewer about questions asked
1.6 collate any documents that may be asked for at interview
1.7 describe the route and means of transport to take to attend the interview on time.
2.1 dress appropriately and display good personal hygiene for the
interview
2.2 use appropriate means of non-verbal communication such as
body language and facial expressions during the interview
2.3 take part in an interview activity
2.4 give clear, straightforward answers to the questions asked
2.5 prepare a short presentation for use at an interview
3 Be able to review own performance at an interview
3.1 describe aspects of the interview that went well
3.2 describe one aspect of the interview that did not go well
3.3 plan actions to improve performance at future interviews.
Unit 408 focuses on Searching for a job and covers the following criteria.
1.1 Describe different resources available to find out about job information.
1.2 Describe the roles and functions of organisations providing employment services
1.3 Use resources to research job opportunities.
1.4 Describe how to sign up to different organisations’ job alert systems
2.1 List the key elements of job adverts
2.2 Extract relevant information from job adverts
2.3 Match personal skills and requirements to job vacancies
Unit 409 focuses on Career Progression and covers the following criteria.
1.1 explain the importance of career progression
2.1 identify sources of career progression information, advice and guidance
2.2 identify different career, course and training options from available sources of information, advice and guidance.
3.1 list transferable skills, qualities and experience required to develop a career
3.2 review own transferable skills, qualities and experience
3.3 identify areas of work or study that might be best suited to own transferable skills, qualities or experience
4.1 identify short-term goals that will help with career progression
4.2 develop a career progression plan.
Unit 410 focuses extensively on Keeping Safe in Social Situations. Learner outcomes included
1.1 identify areas of risk in social situations
1.2 Identify risks associated with alcohol
1.3 identify risks associated with drugs
1.4 identify risks associated with sexual activity
1.5 state risks involved when using social media
1.6 state risks involved when using the Internet.
2.1 identify ways to minimise risks to different groups
2.2 identify ways to minimise risks in social situations
2.3 identify ways to keep identity and personal information safe.
3.1 identify different types of support available
3.2 identify the situations when support is needed
3.3 identify the different ways of accessing support
3.4 explain the benefits of seeking support.
Unit 411 focuses on the importance of Working as part of Team and covers the following criteria.
1.1 describe what makes an effective team
1.2 describe benefits of effective teamwork.
2.1 list different types of team
2.2 identify the values and goals of a team
2.3 describe ways in which team members can work together effectively
2.4 describe a method of avoiding conflict within a team
2.5 identify methods of making team decisions.
3.1 give examples of different roles
3.2 identify the impact these roles have on the way a team works
3.3 identify the impact these roles have on team members
4.1 describe the overall goal of the team
4.2 prepare a plan to achieve a team goal
4.3 describe own role in achieving the goal
4.4 describe others role in achieving the goal
4.5 list activities, milestones and timelines
4.6 identify the support /resources to work towards the goal
5.1 follow a plan and review progress at regular intervals
5.2 suggest improvements and amendments to the plan
6.1 reflect on the overall effectiveness of the plan in helping to achieve the agreed goal
6.2 describe what went well and what did not go well.
Other Units including a Bundle of Units 401-405 are available on TES and within the SmartBooks Resource Shop
This resource is available to download as a PDF file. Word versions are available and feel free to message me directly for these formats at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
These worksheets have been designed and proven to educate learners on a variety of subjects that will enhance knowledge, creativity, individuality and embed valuable functional skills. The resource can be used effectively in tutorials and also integrated in various other sessions
This particular worksheet focuses on the importance of Attendance and Punctuality and is broken down into the following
Why is attendance so important? - An activity that requires learner to fill in the gaps of an informative piece of writing. An effective way of going over text and gaining a full understanding.
Reasons v Excuses - A couple of tasks that require learners to understand the difference between reasons and excuses used for being absent or late. Promotes some great lighthearted and fun group discussion.
Being on time - A eye opening activity where learners will use maths skills to determine the amount of time lost at school, work and College through poor punctuality. Scenarios given.
Q&A - A series of thought provoking questions that learner will answer individually and then take part in a group discussion to share thoughts and opinions.
Attendance and Punctuality Task - Learner are given a scenario that requires them to Propose, Produce and Promote an Incentive and reward scheme to help improve Attendance and Punctuality in a struggling primary school. The task then requires them to present their schemes with the rest of the group and even display in their ideas in the classroom.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE!
This resource is available to download as a PDF file. Word versions are available and feel free to message me directly for these formats at SmartbooksED@outlook.com
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaced the current Functional Skills ICT Qualification from 31st of July 2023.
The DFS qualification’s main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification is made up of 5 Module and broken down into a series of units.
The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered which can be signed off.
This resource covers:
Module 1 - Using devices and handling information
Unit - 1.8 - Know when there is a problem with a device or software and know the difference between system errors.
This resource includes:
Task 1 – An introductory discussion where learners are to share experiences of things that have gone wrong, and frustrations caused when using any type of digital device. Learner will then uncover other common malfunction using images.
Task 2 - Learners will become familiar the difference between User and System errors and give 2 examples for each.
Task 3 – Learners will demonstrate their understanding by looking at 10 scenarios that all portray real life problems and identifying whether it is a system error, user error or a combination of both.
Task 4 & 5 - Learners will determine 5 common viruses from the images and Research the characteristics, functions and how each virus operates. They will add this information to the table.
A Guided answer sheet is included for Tasks 1,4 &5
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaced the current Functional Skills ICT Qualification from 31st of July 2023.
The DFS qualification’s main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification is made up of 5 Module and broken down into a series of units.
The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered which can be signed off.
This resource covers:
Module 1 - Using devices and handling information –
Unit - 1.7 - Use files and folders to organise and retrieve information (including local and remote storage).
This resource includes:
Task 1 – An introductory discussion where learners are to identify areas of their life they like to keep organised and share opinions on the benefits mirroring this good practice in their digital world.
Task 2 - Learners will become familiar folder hierarchy and the importance of categorising and naming main folders as part of this process.
Task 3 - Learners will demonstrate they can structure folders sub folders and files correctly using cut out templates. The challenge can be undertaken, individually, in pairs or groups and even timed for an element of competition. (Tutor Answers included)
Task 4 - Learners will determine 5 authentic and 5 misleading tips for Digital Housekeeping. (Tutor Answers included)
Task 5 - Learner will follow 6 mini tasks to demonstrate their ability of knowledge gained so far. The tutor will observe and using a witness checklist, sign off each one completed task.
Task 6 – Learners to read/discuss the statements that describe remote and local storage and match the correct benefits and considerations from the list.
They will also need to recognise 3 main cloud serve providers.
Task 7 - The last task requires learners to put the knowledge gained from this unit into practice and implement a thorough and efficient tidy up on their digital devices i.e. phone tablet, pc laptop etc.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
These worksheets have been designed and proven to educate learners on a variety of subjects that will enhance knowledge, creativity, individuality and embed valuable functional skills. The resource can be used effectively in Tutorials or English sessions .
These particular worksheets focus on the ongoing debate of Footballer wages and how much they earn compared with other occupations. Tasks include reading through an example of an online forum, leaving their own post, replying to other members comments and then answering a series of question based on the whole forums content. It requires learners to demonstrate various English skills and subtly embeds many of the Functional skills required for assessment.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource at the same value of your choice for FREE!
This resource is available to download as a PDF file. Word versions are available and feel free to message me directly for these formats at SmartbooksED@outlook.com
