← All qualifications

Skills that use Data and information literacy

1. Knowing the IT and digital skills retail jobs need

   Assessed: In coursework (non-examination assessment, NEA)

   In Unit 1 learners study retail job roles, including online and contact centre roles such as live chat agent and web content assistant and specialist roles such as social media manager. They describe the skills these jobs need, including IT and digital skills such as using tills, databases, websites and digital communication tools.

   DCF: Communication, Health and well-being, Data and information literacy

   Getting pupils ready

   Year 7

   Pupils watch a short clip of a shop till and a stock database in use and list the digital tasks a sales assistant does in one shift.

   Year 8

   Pupils match job titles such as live chat agent, stock controller and social media manager to the software and devices each one uses, and explain one task for each.

   Year 9

   Pupils write a short profile of a contact centre agent, describing the digital tools they use, from email and live chat to a customer database, and why accuracy with each matters.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, LO1.4, pages 15 and 16; Unit 1, Assessment criteria 1.4.1 and 1.4.2, page 19

   “using tills, databases, websites, or digital communication tools”

   Progression step 3

   • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

   • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

   Progression step 4

   • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

   • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

2. Planning the event with checklists, budgets and stock lists

   Assessed: In coursework (non-examination assessment, NEA)

   In Unit 2 learners plan a simple retail event, covering budgeting, pricing, timing, staffing and layout, then prepare by checking stock and equipment and creating checklists. Level 1 learners create and follow their own checklists before and after the event, and the planning, budget and stock lists can be kept as simple digital tables or spreadsheets.

   DCF: Sourcing, searching and planning digital content, Data and information literacy

   Getting pupils ready

   Year 7

   Pupils make a tick list in a table for setting up a classroom stall, with columns for task, person and done.

   Year 8

   Pupils build a spreadsheet budget for a bake sale, listing ingredient costs and using SUM to find the total cost.

   Year 9

   Pupils set up a stock and sales spreadsheet for a school stall that records items in, items sold and items left with formulae, and use it to say what to reorder.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, LO2.1 and LO2.3, pages 28 and 29; Unit 2, Assessment criteria 2.3.2 and 2.3.3, page 32

   “Planning considerations for a simple retail related event”

   Progression step 3

   • I can independently create and plan work before beginning a digital task.

   • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

   • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

   Progression step 4

   • I can select and effectively use a variety of planning techniques.

   • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

3. Gathering customer feedback with forms and surveys

   Assessed: In coursework (non-examination assessment, NEA)

   In Unit 2 learners review the success of their event using methods such as feedback forms, surveys, observations and asking customers directly, then explain strengths, weaknesses and improvements. A simple online form is one way to collect and sort this feedback, and Unit 1 also uses checklists and rating scales for self-reflection.

   DCF: Data and information literacy, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils answer a three question online quiz about a school trip and look at the class results shown as a chart.

   Year 8

   Pupils build a short online feedback form with a rating scale and one comment box for a class event, and share the link with another class.

   Year 9

   Pupils collect feedback on a school stall with an online form, export the responses to a spreadsheet, group the comments into themes and pick one change to make next time.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, LO2.6, page 30; Unit 2, Assessment criteria 2.6.1, page 33; Unit 1, LO1.5, page 17

   “Reviewing the success of the event using methods”

   Progression step 3

   • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

   • I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

   Progression step 4

   • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

   • I can perform analysis on simple data sets including grouping data as appropriate.

Source: WJEC Entry Level/Level 1 Foundation Retail and Customer Service specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).