Scheme of Work – Digital Functional Skills Level 1 v1

Digital Functional Skills Level 1 - Scheme of Work

Guided Learning Hours (GLH) 55

Total Qualification Time (TQT 62
Note: suggested estimated times below do not equate to GLH to allow flexibility in delivery depending upon learner needs.

Please note that when supporting learners in selecting organisations as part of their assignments all principles of safeguarding and
health and safety must be followed.

This Scheme of Work should be used in conjunction with the Digital Functional Skills Entry Level 1 specification to ensure full
coverage of the qualification. Learners should make connections between the skills areas – for example, Skill area 5 - being safe
and responsible online is connected to Skill area 1 – uses of devices, applications, uses of the internet and so on.

Please note: the content at Level 1 subsumes and builds upon the content at Entry Level 3 where relevant.

Learning Aim(s)
The Pearson Edexcel Digital Functional Skills Qualification at Level 1 will enable learners to initiate and participate in digital and
online activities safely in.
 the workplace
 other real-life contexts.

As a basis for further study, work and life, learners will be enabled to:
 increase their confidence and fluency in their use of digital knowledge and skills, and develop a positive attitude towards
the use of digital skills
 demonstrate their knowledge and skills by applying these to complete tasks and activities
 demonstrate their knowledge and skills by applying their knowledge and skills to areas of life and work which may be new
or unfamiliar, and tasks and activities that they may encounter in future
 develop an appreciation of the importance of digital skills in the workplace and in life generally.

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Scheme of Work – Digital Functional Skills Level 1 v1
Skills areas
1. Using devices and handling information
2. Creating and editing
3. Communicating
4. Transacting
5. Being safe and responsible online

Sessio Content
Focus
n Outcome
1 Overall introduction to Overview of requirements:
Digital Functional  purpose
Skills Level 1  ways of working
 learning outcomes
 assessment
Discussion of keywords
linked to concepts and key
terms
Estimated
Concept Resources/Learner
Time
Key Terms Activities/Assessment
(hours)
Devices Opportunity for glossary, 1-2
Information word wall linked to skills
Applications areas and key words
Internet
Creating and editing documents Learners in small groups
Communication (methods) consider what they
Online transactions already recognise as
Being safe and responsible online digital skills

Outcome: Learners consider which

Tutor will gain insight into
and overview of learner prior
knowledge
2 Introduction to and Tutor led mind mapping of
overview of Skills how the learners currently
Area 1 – Using navigate and locate online
devices and handling content in order to find
information information they need.
Skill area 1.1 – Carry
out searches on the Tutor determined task of
internet searching for specific
information online.
Outcome:
Learners will be able to
review their online search
criteria and identify
Devices
Information
Internet – navigation and searches
Types of search (search engines, search
within a website)
Search techniques (keywords, exact
phrases, search filters, refining a search)
Relevant information
they think they use most,
why and how important it
is in life/work contexts
Learners consider how 3
they use devices,
applications, internet
(online), information in
their daily lives – mind-
map ideas, group
discussion.
Tutor sets up tasks with
searches for specific
information in both daily
life and work contexts.
After completing searches

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Scheme of Work – Digital Functional Skills Level 1 v1
Estimated
Sessio Content Concept Resources/Learner
Focus Time
n Outcome Key Terms Activities/Assessment
(hours)
keywords for a range of learners feedback in
searches. They will be able plenary as to how easy or
to use key terms to describe difficult it was to find the
the process. information. Did they
need to refine the
Outcome: keywords used? Did they
Learners will be able to use choose different keywords
keywords in the correct from each other? Which
context and carry out a search gave the ‘best’
range of searches efficiently results?
to find specific information
either for their daily life or in Formative: Review of
a work context. learner participation and
findings, ideas and
suggestions shared in
group plenary.

Extension: highlight
interconnectedness of the
concepts and key terms
as opportunity arises from
learner input.
3 Skill area 1.2 – Take Using outcomes from Currency – date of information Learners list ways they 3
account of currency, Session 2, tutor led sessions Reliability: currently use the internet
reliability and copyright for learners to check Websites use https:// (online) to navigate and
when selecting currency, reliability and Quality of English, graphics, links (not find information, etc
information from the copyright of the information broken) online. Tutor mind maps
internet they found. Check more than one website for the responses for group.
and same information
1.3 – Understand that Consideration of results to Bias – source of information Learners feedback to tutor
search results may identify any advertisements Copyright: and group how they check
include sponsored or sponsored results. Acknowledge or reference source for currency, reliability and
results or License for copyrighted information copyright in search
advertisements and be Outcome: Learners are able Seek permission from owner to use outcomes. Note: these
able to recognise to check their search should include unreliable
these outcomes to make sure they Sponsored search results and out of date

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Scheme of Work – Digital Functional Skills Level 1 v1
Sessio Content
Focus
n Outcome
are current, reliable and not
copyright. They will be able
to recognise advertisements
and sponsored results.
4 Skill area 1.4 – Carry Tutor led consideration of
out searches for files how and where learners
and store, retrieve, read and file
1.5 – Create and use a information.
hierarchical folder Note: information will
structure to organize include files, folders,
files and use an graphics, images,
appropriate file naming videos/video links.
convention Retrieval may include finding
and and downloading –
Skill area 1.6 – Save a depending upon the type of
file Cloud storage storage used.
using one device and Does the storage vary
open it on another according to the type of
device information?
How do they choose how
and where to save
information?
Does the storage location
make a difference to the
retrieval of the information?
Outcome:
Learners will be able to
identify how they manage
files and folders.
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Estimated
Concept Resources/Learner
Time
Key Terms Activities/Assessment
(hours)
Location of sponsored results information as well as
Advertisement identification (location in advertisements, etc.
relation to search results)
Formative: Learners
produce either on own or
in pairs a short
presentation to advise
others on how to check
information.
Files Learners given task to 3–4
Folders create a hierarchy of
Create, save, store, retrieve, download folders containing files
and read information and save them in folders
Search for files on shared network, on
Search methods using: Cloud, on removable
 Complete file names media – peer feedback on
 Partial file names names chosen for files
 File content and where they are
 File type stored.
Learners given task to
Folder and files hierarchical structure find and download
Folder/file naming convention specific information (text,
Hierarchy: images) and store it on a
 Parent folder(s) range of media including
 Sub folder(s) Cloud storage. Learners
share ideas about storage
Folder and file naming conventions: locations and reasons for
choice. Peer led
 Describe content
feedback on storage
 Indicate use
location chosen.
 Date/time
 Version number Tutor to set up files and
folders on shared
Cloud storage network/Cloud for
Scheme of Work – Digital Functional Skills Level 1 v1
Sessio Content
Focus
n Outcome
Learners will be able to
create, open, etc files and
folders from both local and
remote storage. They will
be able to identify suitable
storage according to their
needs.
Learners will be able to save
a file to the Cloud and open
it on another device.
5 1.7 – Know and be Tutor introduction to terms
able to appropriately used to describe file sizes.
use terminology Note: opportunity for visual
(including bytes, aids with screen showing a
kilobytes, megabytes, range of files and sizes.
gigabytes, terabytes)
describing data Tutor explains and
storage requirements demonstrates file
and compression and why it is
1.8 – Know and used. Tutor led discussion
understand limitations on learner experience with
on file sizes when regard to limitations on file
using some online sizes and data transfer in
services, and the order to gauge experience
benefits of using file and understanding.
compression to make
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Estimated
Concept Resources/Learner
Time
Key Terms Activities/Assessment
(hours)
Save on one device/open on another learners to find and
device retrieve files and
Devices (desktop, laptop, mobile) information and
download/resave.
Note: this will require the
provision of other
additional devices with
access to the Cloud.
Formative:
Learners create simple
flyers or draft social media
posts about how, when
and where to save
information such as files,
graphics, etc. These
should highlight
importance of
organisation to aid
retrieval.
Data storage terminology: Tutor sets up shared 3-4
 Byte folder with a list of files of
 Kilobyte (KB) different sizes. Note
 Megabyte (MB) these may need to be
 Gigabyte (GB) ordered by name so that
 Terabyte (TB) learners can order them in
file size. Learner sorts
File size limitations (online services) files from largest to
File compression smallest. Where possible
Storage capacity bytes and kilobytes are
Data transfer time converted to megabytes,
etc.
Online services:
Email (attachment(s)) Learners compress
Webpage (file upload) specific files and note any
App (file upload) changes in size as a
Scheme of Work – Digital Functional Skills Level 1 v1
Sessio Content
Focus
n Outcome
effective use of Outcome:
storage capacity and
to reduce data transfer Learners will be able to
times identify and order files
according to size and use
the terminology accurately.
They will be able to
compress files and know the
benefits of this for storage
and data transfer.
6 Skill area 1.9 – Use Tutor led identification of
online resources to problems encountered with
identify solutions to devices and software.
common technical
problems and apply Tutor led mind map of how
the solution online resources could be
used to identify actions that
could be taken to solve
simple technical problems
linked to files, sound,
printing, device crash, no
internet connectivity.
Outcome:
Learners will be able to
recognise a range of
common technical problems
and identify how to find a
solution and how that
solution is applied
.  Check printer (settings, connectivity)
Learners will be able to offer
a range of possible solutions
to these problems.
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Estimated
Concept Resources/Learner
Time
Key Terms Activities/Assessment
(hours)
result.
File compression – benefits:
Effective use of storage capacity Plenary to compare
Reduce data transfer times learner task outcomes.
Overcome limitations of file size (online
services) Formative: Quiz to check
understanding. Quiz
should include file sizes,
compression, benefits,
etc.
Common technical problems Learners in pairs share 3-4
Online resources experiences of technical
Solutions problems with devices
Common technical problems: and software. List of
 Wi-Fi connectivity issues encountered
 Login to device, network or online created and shared as
account problems feedback to allow for
 Printer issues – document won’t print range of problems.
Online resources: Learners research and
 Tutorials offer a range of solutions
 Forums based on use of online
 FAQs resources. Tutor led
discussion to come to
 Help facilities
peer agreement on most
suitable.
Common solutions:
 Change Wi-Fi settings
Learners compare online
 Change system or software setting sources used and identify
 Reinstall application them as tutorials, forums,
etc.
Formative:
Learners given task to
Scheme of Work – Digital Functional Skills Level 1 v1
Estimated
Sessio Content Concept Resources/Learner
Focus Time
n Outcome Key Terms Activities/Assessment
(hours)
create a simple
presentation (using
software of their choice)
to list common technical
problems, where to find
possible solutions that
they could apply.

This may be done in pairs

or as individuals.
7 2 – Skills area: This skills area is Application Note: Tutors are 4-5
Creating and editing interconnected with or Purpose reminded that Level 1
2.1 – Use suitable underpins other areas of the Word processing subsumes and builds on
applications for a qualification. It is a key area Presentation Entry Level 3.
range of purposes and for the assessment and as a Poster
audiences life or workplace skill. Flyer. Information sheet or leaflet Given that learners will
and Menu have a range of skills, the
2.2 - Use appropriate Tutors may have some Invitation tutor may decide to
layout conventions for knowledge of the level of Slide show differentiate the task.
information audiences skill of their learners, but full
coverage of the skills is Text and numbers Learners collect a range
important. Enter of documents that show
Edit different conventions used
Note: that Level 1 content Applications: for different audiences
subsumes and builds on  Word-processing and purposes in both daily
Entry Level 3 content  Presentation life and work contexts.
Purpose: Note: the slide show
Tutor to provide a range of  Poster options will be digital/on
documents produced by  Flyer screen.
word processing – poster,  Advertisement
flyer, etc) and a suitable  Information Sheet In pairs they discuss the
slide show that includes a documents they have
 Leaflet
range of information (text, collected and highlight the
 Menu/Invitation
images). These will relate to different formatting
different audiences.  Form techniques used in each
 Tables and charts context. They identify

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Scheme of Work – Digital Functional Skills Level 1 v1
Sessio Content
Focus
n Outcome
Outcome:
Learners should be able to
use a suitable application in
a given context. They
should know the purpose of
a range of documents and
presentation(s).
Learners should know the
different audiences and the
impact this might make on
what they produce.
Learners should be
confident in entering, editing
and formatting text, numbers
and date/time.
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Estimated
Concept Resources/Learner
Time
Key Terms Activities/Assessment
(hours)
what is done well and
Audience: where they feel there
 Work could be improvements
 Everyday life made.
 Familiar
 Unfamiliar Learners consider how
appropriate each software
Layout conventions (formal and informal) is for a given purpose.
They can discuss
Enter information conventions used in
Edit information documents, for example
Information: alignment in a flyer will
 Text look different from
 Tables alignment used in an
information sheet or
 Graphics
menu.
 Numbers
 Charts Tutor led lesson on
formatting techniques
Insert within each type of
Select, copy, cut, paste software.
Whole numbers (integers)
Decimal places (0, 1 or 2)
Currency (£) Formative: Learners are
Date/time given a document or slide
show that contains a
Format text, tables, graphics, numbers, range of information and
charts: asked to apply a range of
 Page border formatting techniques to
 Image border make sure the final
 Single line spacing document is fit for
 Double line spacing purpose and audience.
 Font (size, colour, underline, italics, Peer review of documents
highlight) created.
 Alignment (left, right, centre,
justified) Extension: Learners
Scheme of Work – Digital Functional Skills Level 1 v1
Sessio Content
Focus
n Outcome
8 2.3 – Edit an image Building on last session,
using an appropriate tutors will introduce
tool concepts and skills of
entering (inserting), editing
and formatting images within
word-processing and
presentation(s).
Outcome:
Learners will be able to
enter an image into a
document or slide show and
edit or format it according to
specific instructions.
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Estimated
Concept Resources/Learner
Time
Key Terms Activities/Assessment
(hours)
 Text wrap make improvements
 Graphics and charts (position, size, based on feedback.
proportions) Learners consider how
 Tables (create, position, add/delete they might change the
rows, column width, merge, shade, document for a different
cell and table borders) audience or purpose.
Enter (insert) Learners are given a 2
Edit: document of text and an
Adjust contrast image. The image should
Adjust colour balance be suitable to be used in a
Crop word-processed
Resize document or a slide show.
Enhance:
 Add a caption Learners are tasked to put
 Change position of image learning from previous
session into practice.
They should use these
resources to create a
specific document or slide
show for a specific
audience.
They should choose
appropriate formatting
techniques based on this
and the previous session.
Formative:
Learners consider their
own finished product and
ask peers for feedback.
Improvements made
based on own and others’
feedback.
Scheme of Work – Digital Functional Skills Level 1 v1
Estimated
Sessio Content Concept Resources/Learner
Focus Time
n Outcome Key Terms Activities/Assessment
(hours)
9 2.4 – Process numeric Tutor to assess learner Spreadsheet Learners familiarised with 4-5
data using simple experience with spreadsheet Formula the importance of
formulae using relative software to determine Formulae spreadsheets for
cell references teaching required. Numeric data processing numeric data.
and Relative cell reference
2.5 Process numeric Introduction to spreadsheet Mathematical operator The tutor will need a bank
data by values in a software – purposes and Addition of simple spreadsheets
column features. Subtraction for use in the sessions.
and Multiplication
2.6 Format numeric Learners familiarised with Division Tutors, dependent upon
data the layout of the Functions: learner skill set, introduce
spreadsheet software –  =SUM spreadsheet software and
columns, rows, toolbar, etc.  =MIN the key features.
 =MAX Learners have screenshot
Tutor led sessions in using  =AVERAGE of spreadsheet software
simple formulae, relative cell Replicate screen to add labels to aid
referencing and formatting of Values familiarity.
numeric data. Row/column
Sort Learners given simple
Outcome: Data integrity data set and tasked to
Learners will be able to use Filter add a simple formula.
cell references in Criterion The data should then be
constructing simple formulae Format: formatted to aid
and functions to process  Font size and style understanding. Tutor led
numeric data. They will be  Alignment (left, right, centre) session as a group where
able to recognise the learners offer suggestions
 Borders/shading
features of a spreadsheet as to the formatting that
 Format cell values (number,
and format numeric data. could be added.
currency, date, percentage)
 Merge cells Once learners confident in
 Split cells simple formulae, then the
 Row height functions should be
 Column width introduced. Learners
 Row label should note the different
 Column label format for a simple
 Orientation formula compared to a

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Scheme of Work – Digital Functional Skills Level 1 v1
Estimated
Sessio Content Concept Resources/Learner
Focus Time
n Outcome Key Terms Activities/Assessment
(hours)
function. For example: a
simple addition does not
require the use of =SUM.

Learners develop skills in

replicating formulae and
functions.
Learners given a different
set of data to add simple
formulae, at least two
functions and some
specific formatting as
directed by the tutor.

Once complete and

following peer review, the
data set should be sorted
which allows introduction
of data integrity and the
use of contiguous and
non-contiguous data.

Formative:
Tutor provides further
screenshot of
spreadsheet screen and
asks learners to label the
features they have used.
The learners are given
some formulae and
functions and decide
whether they are
functional in terms of their
format.

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Scheme of Work – Digital Functional Skills Level 1 v1
Estimated
Sessio Content Concept Resources/Learner
Focus Time
n Outcome Key Terms Activities/Assessment
(hours)
10 2.7 – Chart a single Tutor led demonstration of Single series Using one or more of the 2-3
series of numeric data creating a chart. Data: spreadsheets from the
using an appropriate  Contiguous previous session, the tutor
type of chart and apply Outcome:  Non-contiguous demonstrates how to
suitable titles and Learners will be confident in Chart type: create a range of charts,
labels selecting data to create a  Bar/column selecting data and
suitable chart, adding a title  Pie formatting the chart –
and axis labels and  Line graph creating it in an existing
removing the legend in a Format chart: and a new worksheet.
single series chart.  Title
Learners given image of
 Axis labels (X and Y)
chart and asked to label
 Category labels
key features. Learners
 Data labels discuss what makes a
 Legend suitable title and axis
Chart Location: labels and why these are
 New worksheet required.
 Existing worksheet
Formative: learners use a
data set they have worked
with in the previous
session and create at
least two different charts
saving them in an existing
worksheet and in a new
worksheet.
11 3. Skills area: Communication is a key Email Initial focus on email client 2
Communicating skills area and is Online messages software.
3.1 – Use email for a interconnected with and Context Learners should be given
range of contexts and underpins skill areas 4 and Audience access to centre-based
audiences 5. Work Scenario: email accounts. These
and  Colleagues should be different from
3.2 – Use online Tutors will know the level of  Customers the ones that will be used
messages for a range learners’ familiarity with  External contacts in the assessment.
of contexts and online communications –  General public
audiences email and online messages.  Social media platforms

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Scheme of Work – Digital Functional Skills Level 1 v1
Sessio Content
Focus
n Outcome
Session begins with review
of skills in both aspects.
Tutor introduction and
clarification of key terms and
concepts for email and
online messages to confirm
learners’ understanding.
Outcome:
Learners will be able to add
and edit contacts. They will
be able to create a suitable
email which includes all the
key elements (to, subject,
close, etc), an attachment
and a suitable message.
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Concept
Key Terms
Real-life Scenario:
 Friends
 Family
 Day to day/personal tasks
 Social media platforms
Email (To, cc, Bcc, Subject, Message,
Greeting and close, attachment(s),
automated signature
Online messages (New message, Reply,
Forward, Attachment(s)
Online message types:
Instant message
Text message
Social media messaging
Estimated
Resources/Learner
Time
Activities/Assessment
(hours)
Tutor led demonstration of
key elements of email
client software as per the
specification, ensuring
learner comprehension.
Emphasis on functionality
in terms of accuracy of
the address, message
and relevance of the
subject. Learners review
how to add an
attachment. (Note: link to
storing and retrieving
information.)
Tutor sends email to
learners asking them to
reply and attach the
screenshot they have
taken of their completed
email contacts task.
Formative: learners
create an information or
fact sheet to tell others
about key features of
email and online
messages. The
document will include key
features and identify how
the context of audience
and purpose affects the
method used to send the
message.
Scheme of Work – Digital Functional Skills Level 1 v1
Sessio Content
Focus
n Outcome
12 3.3 – Know what steps Tutor to emphasise the
can be taken to limit a importance of understanding
digital footprint that all online activity leaves
a footprint. This is
interconnected to and
underpins not only skill
areas 1 and 3, but also 4
and 5.
Learners are likely to have a
wide range of experience
based on their online
activities. The tutor may
draw on this to identify and
define as well as draw out
the implications of a digital
footprint.
Outcome:
Learners will be able to
explain what a digital
footprint is and identify a
range of ways to limit their
own digital footprint.
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Estimated
Concept Resources/Learner
Time
Key Terms Activities/Assessment
(hours)
Digital footprint Tutor shows learners a 3
social media profile and
Activities that leave a digital footprint – asks for feedback about
social media activity (profiles, uploaded privacy settings to initiate
photos., posts, messages, replies, blogs, discussion about online
online reviews) activity.
Web searches
Browsing history Note: May need to set up
Emails generic profile for
teaching purposes.
Ways to manage digital identity: Tutor leads conversation
 Privacy tools to other online activity and
 Settings learners contribute – what
 Location/GPS Setting they do online, what they
 Cookies think is shared and how,
 Website tracking what happens if they
 Avoid oversharing information delete something, who
might have access to see
 Private browsing
their activity.
 Unsubscribe from mailing lists
 Delete unwanted social media Tutor links back to
accounts sessions 2 and 3 and skill
 Delete old social media posts area 1
Learners work with tutor
on mind map of digital
online activities and
summarise findings so
they relate to their own
activity.
Discussion leads to what
is positive and what is
negative.
Scheme of Work – Digital Functional Skills Level 1 v1
Sessio Content
Focus
n Outcome
13 4 Skills area: Skills area 4 is
Transacting interconnected with skill
4.1 – Manage account area 5.
settings for an online
service (including The focus is on online forms
personal details, login used for a range of
credentials, marketing transactions.
and communication
preferences) Tutor led review of forms
that leaners may have
already completed – e.g. an
online application for college
or a job.
Outcome:
Learners will know how to
manage account settings for
arrange of online services
including their personal
details, login credentials and
marketing and
communication preferences.
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Estimated
Concept Resources/Learner
Time
Key Terms Activities/Assessment
(hours)
Learners then work on
document using software
of their choice to
summarise their activity,
who might have access to
it and identify negatives
and positives of this.
Extension – consider
differences between work
and real-life contexts and
the overlap there might
be.
Online services Learners mind map with 3-4
 Making a purchase tutor the types of online
 Financial transaction transaction they are
 Utilities familiar with, have used in
 Government services the past or know of.
 Media services
Account settings: As small groups these
 Personal details: can be sorted into the
various purposes. Small
 Name
groups come back to
 Address
main group and compare
 Telephone number findings.
 Email address
 Date of birth Learners use key terms to
 Login credentials: identify the personal
 Username information in the form.
 Password
 Marketing and communication Learners create a new
preferences: document using software
 Agree to personalised of their choice and list
marketing/offers everything they consider
 Save payment details to ‘personal details.
 Preferred method of contact
(email, post, telephone, text) Learners feedback to
Scheme of Work – Digital Functional Skills Level 1 v1
Sessio Content
Focus
n Outcome
14 4.2 - Complete online Leading on from previous
forms and upload session, tutor led review of
documents or images knowledge and skills.
and
4.3 – Carry out checks Practical application of skills
to reduce the risks to complete an online form
involved in that requires and upload of a
transactions online document or image. Tutor
led discussion of issues from
finding correct file to
considering file size.
Learners consider risks
involved in online
transactions and ways to
reduce the risks they may
encounter.
Outcome:
Learners will be confident in
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Estimated
Concept Resources/Learner
Time
Key Terms Activities/Assessment
(hours)
each other which personal
details might be linked to
which purpose.
Learners in pairs consider
the marketing preferences
offered in online forms
and identify the positive
and negative benefits.
Formative:
Learners create simple
guide for others to use to
increase awareness of the
importance of account
settings.
Online form Tutor may be able to draw 3
Upload on learners’ experiences
Document – both positive and
Image negative – in the
File introduction to completing
Size limitations: an online form.
 Between different forms
 Size limit Note: the tutor needs a
 Reducing file size bank of suitable online
forms for the learners to
Risks and checks complete and compare to
Website security: get a range of experience.
 Padlock symbol next to website
address (URL) This sessions links to
 ‘https://’ in website address session 5 and skill
standard 1.8
Professional website indicators:
 Legitimate domain name Tutor may wish to make
(accurate/spelling) some hard copies of
online forms to allow
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Focus
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finding and attaching a file to
an online form and be able
to reduce risks in their online
transactions.
Concept
Key Terms
 Valid business address and contact
details
 Good standard of grammar and
spelling
 Statements on website can be
verified
 Positive reviews on website match
those on third-party review sites
Estimated
Resources/Learner
Time
Activities/Assessment
(hours)
learners to add labels to
aid the learning and use
of key terms. The copies
should include features
such as the website
address (URL) and allow
for discussion of the
indicators that the form is
from a professional
website.

15 5 Skills area: Being Tutor led session and
safe and responsible discussion of the importance
online of data protection.
5.1 – Understand key
rights under data Learners should be familiar
protection laws and with their rights including
the circumstances having personal data
where you can request deleted or rectified.
personal data be
rectified or deleted. Outcome:
Learners will understand
their key rights and be able
to discuss them. They will
know how and when to ask
for their data to be rectified
or deleted.
Formative:
Learners in pairs prepare
a simple presentation that
outlines the risks in online
transactions and provides
a list of things to check to
reduce the risks involved.
Key rights Learners may be familiar 3-4
Data protection laws with the concept of rights
Personal data with regard to data
Rectify when inaccurate or incomplete protection but not be able
Delete when inaccurate or incomplete to clarify how and when
Processed lawfully these come into force.
Specific purpose
Required data Learners feedback in a
Accurate and up to date group as to who holds
Protected their data and where it is
Right to see data held located. Tutor asks for
Right to be forgotten any concerns to be
Right to withdraw consent identified. Learners
consider how they can
check their data for
accuracy, etc.

Tutor led discussion

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16 5.2 – Understand the Tutor led discussion to
importance of review learning about
protecting personal personal details and what
information and personal information is.
privacy online and Learner responses are
know methods to do mapped – opportunity to
so review interconnectedness
with skills areas 3 and 4.
Tutor led session on ways to
protect personal information
drawing on learners’ own
experiences online in work
and real-life contexts.
Outcome:
Learners will understand
what personal information is
and know a range of ways to
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Concept
Key Terms
Protect personal information/ personal
privacy
Personal information – identifying an
individual: name, date of birth,
telephone number, home address, email
address, bank details, photographs
Risks to personal data:
 Stolen
 Compromised
Methods to protect personal
information/privacy:
Passwords (strong/hard to guess)
Multiple email addresses
 Separate life and work
 Hide identity
Limit access privileges when installing
applications
Estimated
Resources/Learner
Time
Activities/Assessment
(hours)
enabling learners to map
their rights and learn key
terms in respect of their
key rights.
Learners create a poster
using their map that could
be displayed in a work
context for a specific
audience that tells the
audience their key rights.
Formative:
Peer review of posters
with feedback on content
and formatting and fitness
for the intended purpose.
Link to 4.3 and 3
interconnected 5.1 with
online forms and online
communications.
Learners mind map the
personal information they
may see online (about
themselves and others) –
what is essential and what
might others be able to
use.
Learners consider with
Tutor led discussion the
steps they may have
taken themselves to
protect their personal
information and privacy
Scheme of Work – Digital Functional Skills Level 1 v1
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Focus
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protect the information and
their personal privacy in
work and real-life contexts.
Learners will know and use
a range of key terms.
17 5.3 – Know how to Note this session links to
backup files to the session 4 and skill standard
Cloud 1.6
and
5.4 - Know how to Tutor checks learner
avoid exposure to knowledge about the
malware importance of backing up
files.
Backing up to Cloud is
introduced and tutor can
check learner understanding
of when and if they use
Cloud services.
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Estimated
Concept Resources/Learner
Time
Key Terms Activities/Assessment
(hours)
Restrict access to location (GPS) online.
Restrict access to camera
Learners prepare either
Private browsing: on their own or in pairs a
 History not saved simple fact sheet to share
 Cookies deleted at end of browsing with others that highlights
session key methods to protect
Block unsolicited/unwanted personal privacy and
communications: data. The fact sheet may
 Block callers include features of strong
 Remove tag(s) in social media posts passwords, privacy
 Leave group chats settings on social media
platforms, etc
Learners use peer
feedback to improve the
fact sheet both the
content and the
presentation of
information (link to Skill
standard 2 – creating and
editing.)
Cloud backup Tutor leads session about 3-4
 Automatic using the Cloud and
 Manual linking back to earlier
activities.
Malware:
 Worms Learners consider the
 Trojans benefits and
 Ransomware disadvantages manual vs
automatic backup.
Software:
 Install Learners tasked to
research malware and
 Update
find definitions for the
 Run
terms worms, trojans and
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Focus
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Tutor introduces concept of
malware and how to avoid
exposure to it.
Outcome:
Learners will know why
backing up files is important
and how useful and flexible
it is to back up files to the
Cloud
18 5.5 – Know of and Tutor led mind map of health
know how to minimise risks and ways these can be
the effects of health minimised.
risks that may result
from using devices Outcome: Learners will be
and the internet able to identify a range of
health risks and actions they
can take to minimise the
risks to themselves and
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Estimated
Concept Resources/Learner
Time
Key Terms Activities/Assessment
(hours)
 Antivirus ransomware. Plenary to
 Antimalware assess information found
 On access scan and to refine the definition
for all learners. Learners
Suspicious links: check that their
 Unsolicited emails information comes from a
 Pop-ups trustworthy source with
peer review and tutor
Trustworthy sources guidance.
Learners review the
benefits of using antivirus
and antimalware software.
Tutor can draw on any
experience learners may
have had from previous
studies, daily and work life
contexts.
Formative:
Create a leaflet or
presentation about using
anti-virus software that
includes definitions of
malware, suspicious links
and the key terms relating
to the software.
Health risks: Learners define health 2-3
 Pain (poorly positioned equipment or risks and consider their
poor posture) own health and online
 Repetitive strain injury (RSI) habits.
 Eye strain
 Headaches In pairs they make lists of
 Weight gain their experience and
 Decline in physical fitness share in group.
Tutor combines into
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n Outcome
others.
19 Examination Review of assessment
techniques and structure.
preparation for the
assessment Introduction to POP screens
and use of online
assessment in conjunction
with software on devices.
Assessment timing and
components.
Marking structure and how
marks are awarded.
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Concept
Key Terms
 Poor emotional wellbeing
 Addiction to online activity
 Poor sleep patterns
 Fatigue
Ways to minimise:
 Adjust position (not too close or too
far away from device and peripherals
(mouse and keyboard))
 Adjust screen height and distance
 Adjustable chair
 Wrist support for peripherals
(keyboard and mouse)
 Suitable lighting
 Regular breaks from the screen
 Exercise and eat healthily
 Report cyber-bullying
 Limit screen time
 Healthy sleep pattern
 Avoid screen time close to bedtime
 Meet friends and colleagues
Sample Assessment Materials (SAMs)
Estimated
Resources/Learner
Time
Activities/Assessment
(hours)
overall map.
Learners consider steps
they may have taken to
minimise the risks they
have encountered in both
real-life and work
contexts.
Tutor completes any gaps
learners have not
identified.
Learners list risks and
ways to reduce them by
creating a simple
presentation with images
and video links that can
be shared with others.
Tutor led introduction to 3
the assessment structure
and expectations.
Walk through of SAMs
prior to learners using it
for practice.
SAMs outcomes used for
peer feedback and overall
feedback from Tutor.
Tutor able to use SAMs
Scheme of Work – Digital Functional Skills Level 1 v1
Estimated
Sessio Content Concept Resources/Learner
Focus Time
n Outcome Key Terms Activities/Assessment
(hours)
outcomes to target
Outcome: revision and any further
Learners will gain coverage of skills
confidence in the standards that is required
assessment expectations by learners.
and structure.

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