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Skills that use Sourcing, searching and planning digital content

1. Using digital tools and apps for everyday tasks

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

   Learners use devices, websites and apps to complete personal tasks such as searching for opening times, sending emails or messages and using journey planning apps. At Entry Level they use a device with support, then independently, and at Level 2 they select and use a range of tools efficiently and troubleshoot simple problems such as refreshing a page or checking connectivity. This is required by the assessment criteria of learning outcome 2 at every level.

   DCF: Communication, Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils send a school email to their form tutor with a correctly worded subject line and a document attached, then reply to a message using Hwb email.

   Year 8

   Pupils use a bus or train journey planner website to find the quickest route to a local leisure centre and record the times and changes in a short table.

   Year 9

   Pupils plan a day trip using a search engine, a map app and email together, choose which tool suits each step, and note one problem they hit, such as a page not loading, and how they fixed it.

   Show the specification wording and the DCF statements

   Where it is in the specification: Entry Level, learning outcome 2, assessment criteria 2.1 and 2.3, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.3, page 7; amplification of LO2, page 11

   “Select and use a range of digital tools to complete”

   Progression step 3

   • I can exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.

   • 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 adjust keywords and search techniques to find relevant information.

   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 search a variety of sources using relevant search techniques with increased complexity.

   Progression step 5

   • I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.

2. Checking online information before sharing it

   Assessed: Taught, but not assessed

   Learners check that websites, apps and content are secure, accurate and trustworthy, and check information before sharing it so they do not spread misinformation. This appears in the Level 1 and Level 2 amplification for learning outcomes 3 and 4 and in the overview's aim of evaluating online information, but no assessment criterion names it, so it is taught to support the criteria rather than assessed on its own.

   DCF: Identity, image and reputation, Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils look at two websites about the same animal and decide which is more trustworthy using a checklist of who wrote it, when and why.

   Year 8

   Pupils check a viral claim from a mock social media post against two reliable sources before deciding whether to share it.

   Year 9

   Pupils fact check three headlines using reliable news and official websites, rate each as true, false or misleading, and explain the evidence that decided it.

   Show the specification wording and the DCF statements

   Where it is in the specification: Amplification of LO3, page 12; amplification of LO4, page 13; Unit overview, page 4

   “checking accuracy of information before sharing to prevent”

   Progression step 3

   • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

   • I can begin to reference sources used in my work, and consider if content is reliable.

   Progression step 4

   • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

Source: WJEC Science and technology in everyday life unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).