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 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. Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon. 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.

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.

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 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 both these resources is a Glossary for learners to fill out and Skills and Knowledge checklist to be completed before and after delivery of this unit. Guided Tutor Answers for relevant tasks are also included.

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: This resource covers: Module 5 – Being Safe and Responsible online 5.1 Understand the need to stay safe and respect others when using the internet and communicating online This resource includes: Task 1 - Introduction - Learners to investigate 8 key terms (all relevant to this unit) and provide a 1 sentence definition for each. Task 2 - Exploring Online Risks & Emotional Well-Being - Learners to select one of three provided case studies, review the case study and complete the questions. Task 3 - Respect - Transform the tone and language of 4 online communication examples into respectful communication while maintaining the original message’s intent. Task 4 – Online safety tools - Match the correct descriptions, examples & benefits to each tool. (Privacy Settings and Blocking Features) Task 5 – Independent Task - Learners to create a clear and easy-to-follow step-by-step guide explaining how to activate and manage privacy settings for their chosen platform. Task 6 – Top 5 Online Safety Tips - Learners have an opportunity to showcase what they have learned about staying safe and respectful online and demonstrate skills and creativity they developed in Module 2 - Creating and Editing Recap Quiz (Answers included) This resource covers: **Module 5 – Being Safe and Responsible online 5.2 Know simple methods to protect personal information and privacy online (including not sharing personal info and, looking for HTTPS when logging in). This resource includes: Task 1 - Introduction - Learners to read the scenario and find 9 examples of personal information within the text and highlight as they go. Task 2 - Using the flow chart, learner will need to identify the ‘risky’ and ‘safe’ examples from 20 different posts. Task 3 - Learners to list 3 potential dangers or negative impacts that could result from 3 risky posts (chosen from Task 2) Task 4 – Learners to log on to the internet, connect to a browser, visit a (secure) website and follow the relevant instructions to access and screeshoy the website validation certificate. Task 5 – Independent Task - In this task, learners will write two versions of a post: one safe and one risky. Both posts will share the same information, but the risky post will include personal details and unsafe links. (Scenario and Social Media templates provided) Recap Quiz (Answers included) This resource covers: **Module 5 – Being Safe and Responsible online 5.3 - Set up and use security features, (including authentication methods to access devices and online services. Recap Quiz (Answers included) This resource covers: **Module 5 – Being Safe and Responsible online 5.4 - Understand the benefits of using security software (including anti-virus, firewall) to protect against online risks This resource includes: Task 1 - Learners will be asked to recognise three commonly used security software products and then brainstorm 3 benefits and 3 negatives associated with using security software programmes to protect their digital devices. Task 2 - Learners to use online resources including product websites to research AVG, McAfee, and Norton and complete a Comparison Chart provided. They will also record the cost of the premium version for each product in the chart. This will be followed by a group discussion. Task 3 – Learners to demonstrate an understanding of ‘Firewalls’ and how they function in preventing online threats and label a diagram. Task 4 – This task requires learners to spot the signs found in fake security adverts and pop-ups. Task 5 – Learners will clarify any misconceptions of security software by identifying fake myths and real facts and follow with an explanation. Task 6 – Learners will demonstrate they can update security software, run a scan, and review the results. They will follow the provided steps, and the tutor will observe/ assess their skills and complete an observation statement. Recap Quiz (Answers included) This resource covers: Module 5 - Being Safe and Responsible online This resource includes: 5.5 Know of and know how to minimise the effects of physical stresses (including pain from poorly positioned equipment and/or bad posture, repetitive strain injury, eye strain) that may result from using devices. Task 1 – Learners will read a newspaper article and answer questions to develop an introductory understanding of the physical stresses associated with digital device use. Task 2 – Learners will examine two images showing healthy and unhealthy posture at a computer workstation. They will match descriptions to the correct image and briefly explain the positive and negative impacts of each posture. Task 3 – Learners will identify the symptoms of Repetitive Strain Injury (RSI) by reading a scenario and answering related questions. They will also suggest three practical changes to help minimize the effects of RSI. Task 4 – A practical exercise routine that learners can follow either by reading written instructions or scanning a QR code to watch five instructional video clips. Task 5 – Learners will highlight seven causes and seven symptoms of eye strain and learn about the 20-20-20 rule as a strategy to reduce this type of physical stress. Task 6 – Learners will explore how the misuse of digital devices can impact mental and emotional well-being. They will conduct online research and complete a table with their findings. Task 7 – Learners will create a personal action plan to identify and reduce harmful digital habits. Over the course of one week, they will track their progress and reflect on the impact of their changes at the end of the week. Recap Quiz (Answers included) Also included in these resources area Glossaries for learners to fill out and Skills and Knowledge checklists 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! Just contact us at SmartbooksEd@outlook.com.

These worksheets have been carefully designed to engage learners in a variety of subjects, fostering knowledge, creativity, individuality, and the development of essential functional skills. They are ideal for use in Tutorial, English or Digital Skills sessions. This bundle include the following 3 Digital Functional Skills Challenges. Comic Strip "These worksheets guide learners through the process of creating their own comic strip based on criteria they choose. Using ChatGPT, they will generate a six-panel storyline before bringing it to life in Canva. Learners will select from various templates, add backgrounds, characters, and speech bubbles, and ensure their final comic is polished and engaging. To complete the task, they will check spelling, download their work, and share it with peers and their tutor. The structured, step-by-step workbook ensures learners have all the support they need to complete the task successfully. It includes completed task examples as well as start-up guides for ChatGPT and Canva (for first-time users) Extension Activity Idea: Higher-level learners could enhance their comic strip by Animating It using Canva’s animation feature to add movement. They could also add a voice by record dialogue and turn it into a short video. Story book This particular set of worksheets guides learners through the process of creating a 500-word story using a set of criteria they choose themselves. Learners will use ChatGPT to generate the story and a front cover, then transfer their work into Microsoft Word. From there, they can edit the text, add images, borders, page numbers, and any other enhancements before printing the final version in booklet form. The structured, step-by-step workbook ensures learners have all the support they need to complete the task successfully. It also includes a detailed guide on how to sign up for ChatGPT (for first-time users) and how to print correctly. Extension Activity Idea: Higher-level learners could enhance their story by adding extra images throughout different stages of the story. They could also design a realistic back cover, including fictional reviews, a barcode, a book price, and other details to give it a more professional look. Restaurant Menu This particular set of worksheets guides learners through the process of creating a professional food menu for their own fictional restaurant. Learners will brainstorm their favorite foods, interact with ChatGPT to generate dish ideas, and then design their final menu using Canva. The structured, easy-to-follow workbook includes step-by-step guides on how to sign up for ChatGPT and navigate Canva, ensuring learners have all the support they need to complete the task successfully. As an Extension Activity idea, higher-level learners could add a Specials Board These resources are available as a PDF download and is designed for learners working at Entry Level 3 to Level 1. They can be adapted to suit individual learning needs—if you require a Word document version, please contact SmartbooksED@outlook.com.

These worksheets have been designed and proven to challenge and assess learners ICT knowledge and capabilities using a functional approach. The tasks engage all and promote creativity and individuality. This particular bundle of worksheets focuses on the following: The World we live in. A task that requires learners to demonstrate their capabilities of exploring a chosen country using online resources to research and then transfer their investigations into a presentation that will educate both their peers and tutor. They will then present their findings using the PowerPoint platform. Plan your own Festival. A task that focuses on familiarising learners with Microsoft PowerPoint. The task requires learners to research, plan and pitch their ideal Festival event. They will then present their idea to others using the PowerPoint platform. Create your own Calendar This task focuses on familiarising learners with the Microsoft WORD Calendar template. In addition, the task requires learners to experiment, design and print their own yearly Calendar. These resources are available to download as a PDF file; however, editable Word versions are available. Please message me for this format.