Digital Functional Skills - Module 3 - Communicating - Units 3.1-3.4 BUNDLE

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)

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.

This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.

Feedback is key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
Other Workbooks in this DFSQ series are available on TES. Modules 4 and 5 are being created and will all be available soon.