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. 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 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 Glossary for learners to fill out and a Skills and Knowledge checklist to be completed before and after delivery of this unit. **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 Glossary for learners to fill out and a Skills and Knowledge checklist to be completed before and after delivery of this unit. 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 Glossary for learners to fill out and a Skills and Knowledge checklist to be completed before and after delivery of this unit. 3.4. Know what is meant by a digital footprint, understand the implications of a digital footprint, and know the range of digital activities (including social media activity, web searches, emails), that leave a digital footprint. This resource includes: Task 1 - Learners to be able to Know what is meant by a digital footprint and identify various examples. Task 2 - Learners will explore the difference between ‘Active’ and ‘Passive’ online activity. Task 3 - Learners are required to create a digital footprint daily log based on their online activity. There is guidance on how they can find this data and information and a template log included. Task 4 & 5 - Learners to study two fictional stories that both focus on the negative and positive implications of leaving a digital footprint. Task 6 - Learners will reflect on to improve their online behaviour and then required to create a personal Action Plan. Template included Recap Quiz (Answers included) Module 4 – Transacting 4.1 Completing and Submitting an Online Form This resource includes: Task 1- What are Online Forms Learners to become familiar with types of online forms and match up each category with is correct description. Task 2 – Paper Based v Digital Online Forms Learners will discuss as a group the key benefits of using online forms compared to traditional paper ones. They can make a list of the pros and cons of each. Task 3 – Personal Details This activity allows learners to identify information that is commonly asked for on forms and information less frequently required. Task 4 – Data Validation Learners to read 4 scenarios and establish why each fictional character cannot proceed with their online forms. Task 5 – Learners will scan a (paper based) version of an online form created in Google Forms. They will make notes and identify different question formats and data validation rules. Task 6 – Create & Complete an online form Learners will create an account with Google and log into Google forms. They can follow the step-by-step instructions to build an online form which they will then send to their peers for completion and one to their tutor to evaluate and give feedback on. They can then collate responses in google forms and give feedback to one another. Final Task - Recap Quiz 4.2 Comply with verification checks to complete an online application. This resource includes: Task 1- Different Verification Methods Learners to participate in a card game that requires them to match different scenarios with the correct verification process. (16 Cards included) Task 2 – Online verification – Why is it so important? Learners will discuss as a group the importance of online verification covering three main areas. They can take notes and use them for Task 3 Task 3 – Online Verification Cont. Learner to answer the 8 questions that consider the pros and cons of online verification. They can also reflect on their own experiences of the various methods. Task 4 – Phishing and Fake Verification Learners to read the five examples of fake verification emails or messages you and identify 3 red flags for each. Task 5 – Understanding reCAPTCHA Learner to reveal what CAPTCHA stands for and have ago at some common online security tests. They can also evaluate some pitfalls with this online verification process. Task 6 – Create & Complete an online form Learners to capture and compile evidence of real verification processes. Ensuring they blank out any personal Information. See examples Final Task - Recap Quiz Also included in these resource is a Glossary for learners to fill out and a Skills and Knowledge checklist to be completed before and after delivery of this unit. Guide answers are also included throughout These resources are 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! 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These resources have been created for those delivering the Digital Functional Skills Qualification at Level One 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 itself is made up of five 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 Bundle of resources includes all units for: Module 1 - Using Devices Module 2 - Creating & Editing Module 3 - Communicating They are broken down as follows: Module 1 - Using Devices Unit 1.1 – Carry out searches on the internet (including use of keywords, exact phrases, search filters) Task 1 – Learners take on the role of an environmental journalist. They must carry out research into the effects of climate change on sea levels using three different keyword combinations. Results are discussed in small groups to evaluate which combinations were most effective and why Task 2 – Learners search for specific exact phrases using quotation marks and record the URLs of matching web pages. The task helps improve the accuracy and speed of online searches. Task 3 – A tutorial section introduces three key search filters: by date, file type, and website domain. Learners then complete a practical filter search task requiring them to apply each technique to locate trustworthy and up-to-date information online. Task 4 – In a real-world scenario, learners support a friend applying for college by searching for information, downloadable resources, and official websites to answer a set of queries using the most appropriate search method. Task 5 – A fast-paced search challenge featuring 18 diverse questions. Learners decide which search strategy to use for each, combining all three techniques (keywords, exact phrases, filters) to find accurate and reliable answers quickly. Also included is a Glossary for learners to fill out and a Skills and Knowledge checklist to be completed before and after delivery of this unit. Guided Tutor Answers for relevant tasks are also included. Unit 1.2 – Take account of currency, reliability and copyright when selecting information from the internet Task 1 – Learners are introduced to key vocabulary and concepts such as ‘reliable source’, ‘copyright’, and ‘currency of information’. They then complete a guided matching activity to build their confidence with key definitions. Task 2 – Learners analyse a series of online articles and websites using a simple evaluation framework (the CRAP Test). They rate each one based on currency, reliability, accuracy, and purpose, and justify their scores. Task 3 – A research-based activity where learners compare two websites that offer different advice on the same topic. They evaluate the credibility of each site based on authorship, tone, and date of publication. Task 4 – Learners explore copyright and fair use. Through a mix of scenarios, they decide when permission is needed, what content can be used freely, and how to avoid plagiarism in practical situations. Task 5 – A multiple-choice recap quiz covering key terms, copyright, and reliability. This task helps learners reinforce their understanding, check progress, and apply knowledge in a quick, confidence-building format. Also included is a Glossary for learners to complete and a Skills and Knowledge Checklist to be filled in before and after delivery of this unit. Guided Tutor Answers for relevant tasks are also included. Unit 1.3 – Understand that search results may include sponsored results or advertisements and be able to recognise these Task 1 – Learners are introduced to the difference between sponsored and organic results through a guided example. They complete a matching activity to identify and reinforce the key terms. Task 2 – A practical “spot the ads” activity where learners examine a set of trainer search results. They must distinguish paid adverts from organic results and reflect on why adverts appear. Task 3 – A whole-class interactive “True or False” game. Learners test their understanding of how ads work, how search engines benefit, and how adverts are displayed, using tutor-led statement cards. Task 4 – Learners explore real-world scenarios (e.g., choosing a smartphone, revision website, or takeaway) and evaluate search results for trustworthiness, reliability, and bias. They record and justify their reasoning. Task 5 – A final challenge where learners carry out their own online search, screenshot results, identify adverts vs. reliable sources, and present their findings in a short presentation. This is followed by a multiple-choice recap quiz. Also included is a Glossary for learners to complete and a Skills and Knowledge Checklist to be filled in before and after delivery of this unit. Guided Tutor Answers for relevant tasks are also included. Unit 1.4 – Carry out searches for files (including on file names, partial file names, file content) Task 1 – Learners explore the difference between suitable and unsuitable file names through a guided activity. They evaluate examples and discuss why good naming conventions make searching easier. Task 2 – Learners rewrite poorly named files using clear and consistent naming conventions. They practise applying rules to improve organisation and retrieval. Task 3 – A workbook-based file search challenge. Learners are presented with screenshots of different folders containing 15–20 files each. Using a challenge sheet, they must identify which folder contains the correct file, write the keywords they would use in the search bar, and record the file name. Task 4 – A digital practice activity where learners apply their skills on a real device. They create a new folder, search for a set of sample files provided by the tutor (Link for OneDrive files included in Workbook), and move them into their “Task 4 – Located Files Complete” folder. This reinforces searching, organising, and folder management in a practical way. Task 5 – A final multiple-choice recap quiz covering key knowledge and skills from the unit. Also included is a Glossary for learners to complete and a Skills and Knowledge Checklist to be filled in before and after delivery of this unit. Guided Tutor Answers for relevant tasks are also included. Unit 1.5 – Create and use a hierarchical folder structure to organise files and use an appropriate file naming convention Task 1 – A guided activity where learners compare digital folder structures to the structure of a tree. They identify main folders, subfolders, and files, then label a diagram to reinforce understanding. Task 2 – A workbook-based scenario (“Danny’s Dilemma”) where learners reorganise a messy desktop by creating three main folders and suitable subfolders. They then arrange files into the correct places to show how a structured system improves organisation. Task 3 – A device-based activity (“Sam’s Stuff”) where learners tidy up a single disorganised folder. They create three main folders and subfolders, move files appropriately, and provide a screenshot as evidence of their new structure. (A link to files for this Task is included) Task 4 – A practical “Folder Mix Up” challenge. Learners identify intruder files (saved in the wrong folders) and correct them by moving each one to its proper location. This reinforces accuracy and attention to detail. (A link to files for this Task is included) Task 5 – A final multiple-choice recap quiz covering key knowledge and skills from the unit. Also included is a Glossary for learners to complete and a Skills and Knowledge Checklist to be filled in before and after delivery of this unit. Guided Tutor Answers for relevant tasks are also included. **Unit 1.6 – Save a file on cloud storage using one device and open it on another device. ** Task 1 – A pros and cons matching activity where learners compare storage options (USB sticks, external/internal hard drives, and cloud services) to understand their advantages and disadvantages. Task 2 – A step-by-step tutorial challenge where learners identify the correct instructions for saving a file to Microsoft OneDrive by choosing between accurate and misleading options. Task 3 – Two real-life style scenarios (Liam and Maya) where learners answer questions to compare the risks of physical storage with the reliability of cloud storage. Task 4 – A device-based practical task where learners create a short document, save it to OneDrive, and then access it from another device, providing screenshots as evidence of their skills. Task 5 – A multiple-choice recap quiz covering the key knowledge and skills developed throughout the unit. Also included is a Glossary for learners to complete and a Skills and Knowledge Checklist to be filled in before and after delivery of this unit. Guided Tutor Answers for relevant tasks are also included. Unit 1.7. Know and be able to appropriately use terminology (including bytes, kilobytes, megabytes, gigabytes, terabytes) describing data storage requirements. This resource includes: Task 1 – A matching activity where learners connect storage units (Bytes, Kilobytes, Megabytes, Gigabytes, Terabytes) with their abbreviations and descriptions. Task 2 – A real-world scenario activity where learners fill in gaps in student conversations to apply storage terminology in everyday digital contexts. Task 3 – A workbook-based task where learners match example file names, extensions, and sizes in a table, before adding the correct file type. Task 4 – A device-based practical task where learners check the properties of 6 provided files to record file name, extension, type, and size, developing confidence in managing real files. Task 5 – A 9-question multiple-choice recap quiz that checks knowledge and understanding of storage units, file extensions, and practical applications. Also included is a Glossary for learners to complete and a Skills and Knowledge Checklist to be filled in before and after delivery of this unit. Guided Tutor Answers for relevant tasks are also included. Unit 1.8 – Know and understand limitations on file sizes when using some online services, and the benefits of using file compression to make effective use of storage capacity and to reduce data transfer times. Task 1 – A ranking activity where learners order different online services (e.g. Gmail, Outlook, WhatsApp, Google Drive, OneDrive, Dropbox) by their file size or storage limits, developing awareness of restrictions when sharing files. Task 2 – A real-world case study where a student named Paul tries to email a video that is too large. Learners explore the problem, suggest possible solutions, and reflect on how to share files effectively when size limits are reached. Task 3 – A workbook-based practical task where learners compress images inside a Word/Docs file, record file sizes before and after, and reflect on the impact of large images in documents. Task 4 – A hands-on device activity using a “Sports Day” folder. Learners create a zipped folder, compare original and compressed sizes, and discuss the broader benefits of ZIP files beyond reducing space (e.g. organisation, faster transfers, backups). Task 5 – A flashcard quiz game where learners revise all key points from the unit, testing their knowledge of file size limits, compression, and the real-world advantages of using ZIP files. Also included is a Glossary for learners to complete and a Skills and Knowledge Checklist to be filled in before and after delivery of this unit. Guided Tutor Answers for relevant tasks are also included. Unit 1.9. Use online resources to identify solutions to common technical problems (including when to reinstall an application, change Wi-Fi settings, change a system or software setting) and apply the solution. Task 1 – Searching for Solutions Learners are introduced to five everyday technical problems and practise writing effective search queries using clear keywords to find possible solutions online. Task 2 – Safe or Poor Advice A realistic help-request scenario where learners identify which pieces of advice are safe and which are unreliable, developing their ability to assess online information. Task 3 – Finding the Most Helpful Advice Learners take on a short scenario where a student named Cassie needs help fixing her Wi-Fi connection. They visit several real websites, compare the advice offered, take a screenshot of the most helpful information, and explain why they would recommend that source. Task 4 – Finding Your Own Reliable Source A practical activity using “Tech Problem” and “Solution” cards. Learners independently research their allocated issue, record their solution, and then participate in reinforcement games such as Mix and Match or Memory Match. Task 5 – Quick Recap Quiz A nine-question multiple-choice quiz that checks learners’ understanding of safe searching, reliable sources, and troubleshooting common digital problems. **Module 2 - Creating & Editing ** Unit 2.1 - Use a suitable application to enter, edit and format text Task 1 – Choosing the Right Tool Learners discuss and identify when to use different applications such as Word or PowerPoint, applying this knowledge to everyday real-life scenarios. Task 2 – Common Mistakes and Rules to Remember Learners explore common formatting errors made when creating digital documents or presentations and suggest suitable solutions to improve clarity and audience suitability. Task 3 – Spencer’s CV Learners support fictional candidate Spencer Green in reformatting his CV to make it look professional and appropriate for a potential employer. (Tutor guidance included) Task 4 – Spencer’s Interview Presentation After securing an interview, Spencer creates a 6-slide PowerPoint about his skills. Learners review and correct common presentation mistakes to improve layout, consistency, and audience impact. (Tutor example presentation included) Task 5 – Over to You Learners independently create their own Word document or PowerPoint presentation based on real-world scenarios, demonstrating their ability to use digital applications effectively and professionally. Includes a learner checklist for self-assessment and tutor feedback section. A 10-question multiple-choice quiz to consolidate understanding of formatting, editing, layout, and audience awareness. (Answer sheet included) **Unit 2.2 - Use appropriate layout conventions for information (including formal and informal communication, presentation, advertisement) and audiences (including familiar, unfamiliar audience). ** Task 1 – Layout Elements Learners are introduced to the key layout elements used to create clear, professional documents. They match each element (such as tone, font, spacing, and alignment) with its correct description to build understanding. Task 2 – Formal vs Informal Communication Learners discuss the difference between formal and informal communication, exploring how tone and language change depending on the audience and purpose. Task 3 – Choosing the Right Font Learners identify appropriate fonts for formal and informal documents, using colour-coded highlighters to separate professional from fun or casual styles. Task 4 – Identifying Layout Conventions Through a realistic scenario featuring fictional character Kirsten, learners compare a formal complaint letter and an informal email. They identify and record how the nine key layout elements are used differently in each. Task 5 – Over to You Learners apply their knowledge by creating both a formal and informal document from one of three themed options — a theatre review, café visit, or charity event promotion. This allows them to demonstrate tone, structure, and audience awareness creatively and independently. Task 6 – True or False Quiz A 10-question quiz helps learners review and consolidate their understanding of layout conventions, tone, and suitability for purpose and audience. Unit 2.3 - Edit (including caption, crop, resize, change contrast, change colour balance) an image using an appropriate tool. Task 1 – What Makes a Good Image? Learners explore how small edits such as cropping, resizing, and adjusting colour or contrast can improve image quality and presentation. They compare two versions of the same image and record what changes have been made and why. Task 2 – Cropping and Resizing Learners practise cropping and resizing images using Canva and Microsoft Word. Through a travel brochure scenario, they learn how to focus on key details, improve composition, and make images fit specific layouts. Task 3 – Changing Contrast and Colour Balance Learners develop their technical editing skills by adjusting brightness, contrast, and colour balance to enhance tone and visibility. They compare before-and-after versions to see how lighting and warmth affect image mood. Task 4 – Captions, Filters, and Backgrounds Learners build on previous skills by adding captions, experimenting with filters, and adjusting backgrounds. They apply creative editing techniques to make images look polished and professional within a real-world design scenario. Task 5 – Over to You! Learners put everything they’ve learned into practice by creating a final edited image using either Canva or Word. They are encouraged to take or source an appropriate image, apply all editing techniques, and submit their final design with a self-assessment checklist and tutor feedback section. A 10-question Level 1 quiz helps learners review and consolidate their understanding of image editing tools. Unit 2.4: Process numeric data using simple formulae (including sum, subtraction, multiplication, division, maximum, minimum, average) using relative cell references. Task 1 – Understanding Basic Formulas Learners are introduced to the structure of simple formulas in spreadsheets. Using a fundraising scenario, they enter data, calculate totals, and use multiplication formulas to work out how much was made from each item sold. Task 2 – Using the SUM Function Learners move on to faster, more efficient methods of adding values using the SUM function. They also practise essential spreadsheet formatting such as bold text, borders, and applying currency formats. Task 3 – Averages, Highest and Lowest Learners extend their skills by using AVERAGE, MAX, and MIN to analyse sales data. They explore how functions help identify trends, compare results, and summarise findings with automatic calculations. Task 4 – Practising Relative Cell References Learners explore how formulas change when copied down or across cells, using several short practice tables to master relative cell references. They create multiple sheets, rename tabs, and practise accurate formula copying. Task 5 – Over to You! Creating a Budget Spreadsheet Learners apply everything from the unit to create a complete monthly budget spreadsheet for a sports club. They calculate: • total income • total expenses • remaining balance (profit or loss) A learner checklist is included to promote independence and ensure all success criteria have been met. 9 Question Multiple-Choice Quiz Unit 2.5: Process (including sort, filter) numeric data by values in a column. Task 1 – Sorting Fitness Class Attendance Learners enter fitness class data and practise sorting values both from largest to smallest and smallest to largest. They apply formatting techniques such as bold headings, borders, and adjusting column widths. They also identify the most and least attended classes and explain why these comparisons are important in a real gym setting. Task 2 – Filtering Wellbeing Scores Using data collected by the wellbeing coach, learners apply a range of filters to locate members who may need additional support. They filter by conditions such as stress levels and sleep scores, explore how filters reveal specific information quickly, and format their tables for clarity. Task 3 – Sorting & Filtering Gym Equipment Usage Learners combine sorting and filtering to analyse gym equipment usage. They sort by minutes used and calories burned, filter machines based on usage thresholds, and consider how this information helps plan maintenance and gym layouts. This task reinforces the power of spreadsheets for interpreting fitness trends. Task 4 – Working with Membership Data Learners organise membership costs and popularity figures, applying filters and currency formatting. They compare membership plans and take part in a short team discussion to justify decisions—ideal for supporting speaking and listening development alongside digital skills. Task 5 – Over to You! Creating a Wellbeing Dataset Learners independently create their own dataset using a chosen wellbeing or fitness theme. They must include clear headings, multiple numeric columns, sorting, filtering, and an explanation of what their data shows. A learner checklist supports independence and ensures all success criteria are met. 10-question True/False recap quiz Spreadsheets Included: This resource includes learner spreadsheets for all tasks and tutor-completed spreadsheets for Tasks 1–4 (with correct figures only). Unit 2.6 Format numeric data (including font sizes, font styles, alignment, cell formatting, merging cells, splitting cells, row height, column width). Task 1 – Formatting Oliver’s Monthly Outgoings Learners enter Oliver’s expenses and apply key formatting skills, including bold headings, currency formatting, alignment, and column adjustments. This introduces clear and professional presentation of financial data. Task 2 – Adding Income Data Learners add Oliver’s income to the same spreadsheet, matching font styles, applying colour-coded headings, centre-aligning amounts, and using borders. They learn the importance of consistency when presenting financial information. Task 3 – Creating a Monthly Summary with Formulas Learners build a “Monthly Summary” section and use SUM formulas to calculate total outgoings, total income, and money remaining. They merge headings, format totals, and begin to understand how spreadsheets support budgeting. Task 4 – Managing Unexpected Changes Learners add “Extra Costs” and “Bonus Income” to simulate real-life financial changes. They update formulas, adjust layouts, apply borders, and practise merging and unmerging cells. This develops flexibility and problem-solving within spreadsheets. Task 5 – Over to You! Creating a Personal Budget Learners design their own simple budget spreadsheet, using headings, formatting, numeric data, and formulas. A structured checklist supports independent working and ensures success criteria are met. Spreadsheets Included: This resource includes a learner spreadsheet for all tasks and tutor-completed spreadsheets for Tasks 1–4 (with correct figures only). Unit 2.7 Chart a single series of numeric data using an appropriate type of chart and apply suitable titles and labels (including chart titles, axis titles, data legends and data labels). Task 1 – Identifying Chart Types Learners explore common chart types and match them to different data scenarios, developing an understanding of when each chart is most suitable. Task 2 – Creating a Column Chart: Sports Fundraiser Learners create a column chart using existing spreadsheet data, adding titles, axis labels, and data labels with clear step-by-step guidance. Task 3 – Creating a Pie Chart with a Legend: Gym & Wellbeing Centre Learners create a pie chart to show proportions and practise using data labels and legends, with reduced guidance to build confidence. Task 4 – Creating a Bar Chart: Oliver’s Budget Learners sort financial data and create a bar chart to compare outgoings, applying titles, labels, and formatting for clarity. Task 5 – Over to You! Independent Chart Creation Learners work independently using a college canteen scenario, calculate totals using a SUM function, select non-adjacent data, and create two different charts. A checklist supports independent working. Followed by a Recap True//False Quiz Module 3 - Communicating Unit 3.1 Use email for a range of contexts and audiences. Task 1 – IM vs Email Learners explore different communication scenarios and decide whether email or instant messaging is the most appropriate method, developing an understanding of context and audience. Task 2 – Benefits of Using Email Learners identify and explain valid reasons why email may be chosen over instant messaging, focusing on formal communication, record keeping, and professional use. Task 3 – Formal and Informal Emails Learners compare examples of formal and informal emails, identifying differences in tone, language, and structure, and explaining why each is appropriate for its audience. Task 4 – Replying to a Formal Email Learners use Microsoft Outlook to reply to a tutor email using a formal tone, supported by sentence starters and a clear checklist to guide structure and content. Task 5 – Creating a Formal Email Learners create a formal email requesting an assignment extension, applying what they have learned about audience, tone, and email structure. A learner checklist supports independent working. Task 6 – Over to You! Independent Email Writing Learners independently write a formal email to a different audience, choosing from three real-life scenarios: • Cancelling a gym membership • Making a complaint to a restaurant • Sending a thank-you email to a workplace supervisor Learners write between 80–120 words and use a checklist to ensure professionalism and suitability for the chosen audience. Followed by a 10-question multiple-choice recap quiz to reinforce learning. Unit 3.2 Use online messages (including instant message, text message, social media) for a range of contexts and audiences. Task 1 – Online Social Communication Learners identify types of online communication by matching platform icons to categories such as text messaging, instant messaging, social media posts, and direct messages, followed by a short group discussion. Task 2 – Choosing the Right Type of Online Communication Learners work through real-life scenarios to choose the most appropriate type of online communication, explaining their choices and considering audience, context, and public versus private messages. Task 3 – Private Communication: Organising a Cinema Trip Learners work in pairs to plan a cinema trip using private communication methods, including text messages, instant messages, and direct messages. Screenshots are used as evidence, with reflective questions included. Task 4 – Public Communication: Sharing a Film Review Learners create a mock social media post to review a film, including a summary, opinion, rating, and recommendation. A template is provided, and no online posting is required. Task 5 – Over to You! Independent Communication Task Learners choose a topic and demonstrate understanding by discussing it privately using an appropriate messaging method and sharing their opinion publicly through a mock social media post. These tasks are followed by a 10-question multiple-choice recap quiz to reinforce learning. Unit 3.3 Know what steps can be taken to limit a digital footprint (including use of privacy tools to manage cookies and website tracking, private browsing, restricting GPS information). Task 1 – What Is a Digital Footprint? Learners are introduced to the concept of a digital footprint and identify everyday online activities that create one. Activities help learners recognise intentional and unintentional digital footprints and build a foundation for managing online privacy. Task 2 – Cookies and Website Tracking Learners use a digital device to explore real cookie pop-ups on websites. They review cookie options, make privacy choices, and explain how managing cookies can help limit a digital footprint. Task 3 – Private Browsing Learners complete a short True/False activity to check understanding, then open and use private browsing in practice. They identify what information is and is not saved and discuss the limits of private browsing. Task 4 – Location Services and GPS Settings Learners review location and GPS settings on a device, explore app location permissions, and decide when location access is appropriate. Reflection questions link location sharing to digital footprints and privacy. The tasks are followed by a 10-question multiple-choice recap quiz to reinforce learning. All workbooks include guided tutor answers for relevant tasks. Each unit also includes a Skills and Knowledge checklist and a Glossary for learners to complete before, throughout and after delivery of this units. All Workbooks in this DFSQ series are available on TES. This resource is currently in a PDF file format. Word versions are available upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.

NEW 11 HOURS- A selection of brand new 2026/27 EC Publishing PSHE lessons (includes double lessons) with a focus on the rise of online safety, artificial intelligence, deepfakes, online bullying, cybercrime, misogyny and much more - perfect for teens navigating our challenging modern world. There are 11 hours of total content, each lesson coming with detailed easy to follow PowerPoint, worksheets, clips, activities and info packs. Made by a wonderful team of consultants and teachers who are, above all, humans, not AI (we write and check every word and fact and are happy to stake our company reputation on what we produce). This is a saver pack - bought separately the lessons would total £28.. **Includes:** 1) Online Grooming - Online grooming lesson covering both predatory online grooming and internet predator awareness. This lesson has been updated for 2026 and includes a detailed information pack, take-home signposting, paired and creative activities, clip tasks literacy-based tasks, analysis tasks and much more. Includes lesson plan, Covers new guidance for harmful behaviour online. 2) Online Safety and Social Media - A new PSHE online safety lesson suitable for KS3/4. This lesson covers a variety of issues, including cyber-bullying, social media safety, online-scams, data theft and privacy, image sharing and fraud. Students will explore the best safety tips to use as well as why they need to use them, with real and genuine online dangers explained in context. 3) Chatbots, AI and Digital Literacy - In this lesson students will learn about the dangers of chatbots, trusting AI advice without fact checking, the worrying increase of people developing affections or even falling in love with chatbots, the rising belief in some online conspiracy theories, and how chatbots can be programmed to give harmful advice and promote products without a user realising. There is a large focus on digital literacy, with real life case studies, clip tasks, literacy-based analysis tasks and much more. Students will learn how to be a discerning consumer of information as stipulated by the 2026 RSHE Guidelines from the DfE. 4) Deepfakes + AI Online Safety + Risks - PSHE lesson on deepfakes and malicious AI use (for new 2026 RSHE guidance - harmful behaviour online). Students will explore what we mean by deepfakes and malicious AI, before discovering how celebrities, politicians and citizens are falling victim of this new technology. They will investigate the new UK law (April 2024) and the penalties aimed at different types of deepfakes, including explicit ones (no imagery will be seen, just the concept discussed). 5) AI , Pornography , Consent + Deepfakes Superimposes - New PSHE harmful behaviour online lesson focusing on image sharing, the increase of revenge porn, pornographic deepfakes, the law and the harm this causes victims as well as the legal penalties for perpetrators. The lesson also covers up-skirting as well as other forms of non-consensual image sharing and the consequences of these. 6) Financial Exploitation - Online Safety / Online Risks - 2 HOURS for new 2026 RSHE guidance (see lesson plan included for details) - In this double lesson students will explore online scams, with particular regard to financial exploitation and money laundering. They will investigate how easy it is to fall for a scam, the common techniques used by scammers and how to spot one. Students will then focus on a growing criminal industry which young people often fall victim to; money laundering. They will discover how money laundering works, what happens to the victims, the penalties, and how criminals operate to trick people and avoid detection. 7) Sextortion, Image Sharing + AI Deepfakes - NEW for 2026 DfE RSHE Guidelines: sextortion, pornographic image sharing and how to spot AI imagery. Students will learn what we mean by sextortion, how it happens, the scary statistics and how we report it / take measures to protect ourselves. Students will also learn the tell-tale signs of an AI generated video and how to spot these. Includes real life case-studies of online crimes and the penalties the criminals were given; students will complete a ‘you be the judge’ activity where they are given the UK sentencing options for online crimes and they will sentence the defendants, before we reveal what the criminals punishments really were (they were even harsher). 8) Cybercrime - Illegal Behaviour Online - Online Safety - This PSHE lesson covers the dangers of harmful behaviour online, illegal online behaviours, scams, financial exploitation, cybercrime and the Dark Web and is perfect for the new 2026 RSHE guidance. Students will investigate criminal case studies to play the judge and learn about the potential legal pitfalls and penalties for those using dubious sites. The lesson is best suited to KS4, lasts one hour and is editable. Includes match up tasks, clips, case study analysis, literacy and creative tasks. Includes detailed lesson plan. Online Safety Quiz - This is an easy to use quiz helps you cover topics (online safety / safe relationships) as well as being great for students to learn about security, privacy, fraud, phishing, scams, social media, excess screen-time, online gaming, catfishing and much more. This pack will last you an hour. Who are EC Publishing? EC Resources are the top TES PSHE providers and are a group of teachers who work together to create easy to use, high quality and editable lessons and units of work. We have created lessons for The Children’s Commissioner, The Bank of England, The British Legion, MACS Charity, Tes, LikeToBe Careers, the Criminal Cases Review Commission (UK Gov) and have also completed PSHE and Citizenship commissions for schools across the UK. We also run the EC Publishing site where you can find everything you need for PSHE, RE and Citizenship at discounted rates. You can contact us at info@ecpublishing.co.uk

Everything in this bundle should allow for varied revision encompassing the entire of the J277 specifications for GCSE OCR Computer Science. Recently remade and updated resources! More being updated shortly! This includes the new Revision/Retrival Booklets. Enjoy!

UPDATED - Now includes Answer Booklets in PDF format. Revision and practice are vital components to any GSCE Computer Science student’s preparation for their examinations. This workbook is filled with just that, a great resource to support learners with recall and to check their understanding of key GCSE Computer Science course content prior to their exams. This Bundle includes both GCSE OCR (J277) Paper 1 and Paper 2 Workbooks in PDF format which can be printed as an A4 or A5 booklet. The booklets includes recall tasks to support revision for the OCR GCSE Computer Science Paper 1 – Computer Systems and Paper 2 – Computational Thinking, Algorithms and Programming exam papers and includes exercises like True and False, Vocabulary matching and tick-box questions, among others.