KEY SKILLS
Guidance on Assessing Information and
Communication Technology
Introduction
The purpose of this Guidance is to assist teachers and candidates in understanding the
requirements of Information and Communication Technology. Whilst this Guidance focuses
upon the assessment of Part B of the Standards, it is emphasised that candidates must be
wholly familiar with Part A – You Must Know How To – to ensure mastery of the techniques
and knowledge needed to successfully apply these skills.
This guidance should be read in conjunction with the following publication:
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Key Skills Standards and Guidance – Application of Number, Communication and
Information Communication Technology (DELLS, CCEA and QCA)
Current WJEC Key Skills Handbook for Centres
WJEC and regulator’s example portfolios
WJEC Candidate logbooks or centre-produced equivalents
The aim of the information and communication technology standards is to encourage
candidates to develop and demonstrate their skills in using ICT for finding, exploring,
developing and presenting information (text, images and numbers). The standards are
essentially cornered with developing and recognising the ability of candidates to select and
apply ICT skills in ways that are appropriate to their particular context. However, they can
also be used to help individuals to make connections with less familiar contexts and develop
their ability to progress to higher levels of competence.
Techniques when using software, are essential, but so too are the skills of application, such
as making decisions about the relevance of information and the quality of work. Techniques
and skills of application both contribute to understanding a task or problem and to deciding
on the best course of action. The standards do not stipulate particular hardware or software
packages, but it is assumed that candidates will be working with equipment and software
that are appropriate to their work, study or other activities.
Progression from levels 1-3
The key skills standards are designed to recognise candidates’ progression in terms of both
techniques and skills of application.
At level 1 candidates are required to handle simple numerical, textual and graphical
information in the context of short, straightforward tasks, using basic techniques. There is no
requirement at level 1 to combine information, or for candidates to use spreadsheets when
manipulation numerical information – there are many software applications that manipulate
numbers. Candidates should know how to use technology safely, care for equipment and
avoid losing data. They should also know how to send and receive email and to whom they
should turn if things go wrong.
Skills required Part A of the standards and guidance
1
At level 2 candidates are required to carry out effective searches and derive new
information. They must also present combined information, such as text with images or
numbers, in a consistent way. Activities require a greater range of techniques and more
steps, than at level 1. Candidates can be expected to be able to enter formulae when using
appropriate software (e.g. spreadsheets, stock control, accounting) to generate simple
calculations such as totals. They need to observe copyright and confidentiality laws and
health and safety risks. They should be able to spot errors and their causes and be aware of
ways of reducing the risk of viruses. They should also know how to send and receive emails.
At level 3 there is an increase in the complexity of activities and techniques required, such
as the ability to create structures and procedures for developing text, images and numbers.
Candidates are required to plan and carry through at least one major task. They must know
how to mange their work and the technology and software they are using. This includes
observing laws of copyright and rules of confidentiality; safe working and avoiding loss of
information; identifying errors and minimising risks from viruses. Candidates need to be
aware of the wider implications of using ICT. They should also know how to send and
receive emails with attachments.
The focus is on a critical approach, requiring candidates to make judgements on their work,
in terms of speed, ease of use, effort and accuracy and compare their use of ICT against
other systems and manual methods.
Skills required Part A of the standards and guidance
2
The IT skills to be taught from Part A of the Standards – You need to know how to – include
those listed below. However, in Part B – You must – only the relevant skills appropriate to
the tasks need be evidenced in the candidate’s portfolio.
Level 1
Gathering relevant information
Find relevant information for both tasks from electronic and non electronic sources
Word processing
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Select different page layouts for different types of documents
Orientation
Use different font styles and sizes
Use of bullets
Alignment
Spacing
Move, copy, delete and insert information
Use of a spell checker
Save information in suitable folders, directories with suitable file names
Spreadsheets
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Use of cells, rows, column headings
Formatting cells – text, number, currency, percentage, data
Use of suitable formulas – single arithmetic operator
Functions SUM, MAX, MIN
Identify the effects of changing specific values in a spreadsheet
Create charts - pie, bar, line
Manipulating / combining images
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crop, size and position images
Skills required Part A of the standards and guidance
3
The IT skills to be taught from Part A of the Standards – You need to know how to – include
those listed below. However, in Part B – You must – only the relevant skills appropriate to
the tasks need be evidenced in the candidate’s portfolio.
Level 2
Gathering relevant information
Find relevant information using multiple search criteria from electronic and non electronic
sources
Word processing
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Use bullets, numbering of paragraphs and lists
Insert / delete / amend / move and copy text
Apply different font styles and sizes
Align text
Text wrap
Text boxes
Margins
Orientation
Headers and footers
Set tabs
Produce text in column layout including column width and spacing
Use a spell checker
Page number and date – use of automated fields
Formatting paragraphs, line spacing
Use of print preview
Data Handling
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Creating tables and defining field names, data types and sizes including text,
number, currency and date
Primary key
Find text and values in a database
Use of wildcards * and?
Produce queries using criteria based on one or more fields
Use of relational operators <,>,=,<=,>=,<>
Logical operators AND, OR, NOT
Design tables, queries and reports including sorting and grouping data
Skills required Part A of the standards and guidance
4
Spreadsheets
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Design suitable spreadsheets including row/column headings, cell formats, formulas
and functions
Search for information using search criteria on one or more columns
Use of formulas
Parentheses and multiple arithmetic operators
Functions including SUM, AVERAGE, MIN, MAX,
Relative cell references
Reference to cell ranges
Replication of a formula into other cells
Change values and formulas to explore and predict results
Create charts – pie, single line, horizontal or vertical bar
Use relevant titles, legends, labels and axes
Insert, delete and size rows and columns
Copy cell contents
Merge and split cells
Manipulating / combining images
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select, insert and process images including size, crop, text wrap, position etc.
Skills required Part A of the standards and guidance
5
The IT skills to be taught from Part A of the Standards – You need to know how to – include
those listed below. However, in Part B – You must – only the relevant skills appropriate to
the tasks need be evidenced in the candidate’s portfolio.
Level 3
The skills listed below are those that candidates should aim to evidence in their
portfolios in one or both tasks
Gathering relevant information
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Plan and organise work – use of folders / sub-directories
Select sources of information suitable for the task
Choose appropriate search techniques
Sending and receiving purposeful emails with a relevant attachment
Word processing
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Perform mail merge including creation and printing of the unmerged main document,
creation or selection of the data source using relevant software
Importing text files
Find, search replace words – with / without case sensitivity
Use of decimal tabs
Use of separator lines
Pagination
Tables
Columns
Graphics
Paragraph styles
Systematic text styles / style sheets
Contents page / table of contents
Customised templates
Import files from other applications
Print selectively
Data Handling
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Develop database structures built on level 2
Defining time, logical fields
Set field properties, data validation, value range checks and error messages
Document database structures including printing field names, field data types, field
sizes, format and validated information
Produce queries including data types time, logical
Combine / append database tables / data files
Develop and format reports including titles, spacing, lines, headers, footers and
grouping
Spreadsheets
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Import and open comma delimited text files and position the set of data in any
worksheet location
Construct and use look-up tables to aid information management
Filter information
Macros and automated routines
Functions include IF, LOOKUP, (or MATCH)
Logical operators AND, OR
Absolute cell references
Multiple line graph and stacked bar chart
Control printed copy including pagination, hiding data
Shading, patterns, line styles and borders on charts
Skills required Part A of the standards and guidance
6
Manipulating / combining images
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Group and anchor text, images and other objects
Skills required Part A of the standards and guidance
7
Common errors with Key Skills ICT Key Skills portfolios
Level 1
Error
Suggested solution
1 Some candidates are not including
evidence of saving all the files used in the
process of developing both tasks
Create a key skill user area to save all the
files created in the process of producing
each assignment and include a screen dump
in the finished portfolio. Make reference to
its location within the portfolio in the log book
and assessment record.
2 Some candidates do not understand the
three stages of 1.1, 1.2, and 1.3 in the log
book details and therefore do not include
the correct annotation for each section.
1.1is finding the relevant information, 1.2 is
developing it i.e. trying different layouts,
fonts, styles, spreadsheet calculations,
sizing and cropping images etc.1.3 is
presenting the finished tasks in suitable
formats.
3 Some candidates are not including a non
ICT based source of information for 1.1.
Include a relevant newspaper article,
magazine cutting, book reference, leaflet
etc. that was used to find the information for
one of the tasks.
4 Some candidates are not including two
different tasks.
The Standards and Guidance document
states (p. 80) that the candidate should use
ICT to present information for two different
tasks i.e. a leaflet, letter, report, PowerPoint
presentation, memo, poster etc.
5 Some candidates are not including a
purposeful email.
The email should have a purpose for
progressing the task and it should be
referred to in the log book. Some examples
could be either to email a company to ask
for information for the project or to email a
tutor asking for further suggestions to
improve the portfolio.
6 No evidence of number work is included
for one of the tasks.
Include a spreadsheet for 1.2 – ensure the
printout shows gridlines and column
headings together with the formula used
(sum is suitable at this level).
Skills required Part A of the standards and guidance
8
Level 2
Error:
Suggested solution:
1 Some candidates do not understand
the three stages of 2.1, 2.2, and 2.3 in
the log book details and therefore do
not include the correct annotation for
each section.
2.1is finding the relevant information, 2.2 is
developing it i.e. trying different layouts, fonts,
styles, spreadsheet calculations, sizing and
cropping images etc.2.3 is presenting the
finished task in a suitable format.
2 Some candidates are not including a
non ICT based source of information for
2.1.
Include a relevant newspaper article, magazine
cutting, book reference, leaflet etc. that was
used to find the information for one of the tasks.
3 Some candidates are not using
multiple criteria for their searches.
Include a search using AND, OR for at least one
information search- annotate
4 Some candidates are not including
two different tasks.
The Standards and Guidance document states
(p. 84) that the candidate should use ICT to
present information for two different tasks i.e. a
leaflet, letter, report, essay, investigation, web
page, Power point presentation, etc.
5 Some candidates are not combining
text and number, text and image, image
and number for 2.3.
Ensure that an outcome of the 2.2 development
is refined and combined for the 2.3 presentation.
6 Some candidates are not including a
purposeful email.
The email should have the purpose of
progressing the task and it should be referred to
in the log book. Some examples could be either
to email a company to ask for information for the
project or to email a tutor asking for further
suggestions to improve the portfolio. N.B. - at
this level no attachment is required.
7 The level of number work for some
candidates is unsuitable for level 2.
Spreadsheet development should reflect a level
2 standard of number work and the spreadsheet
printout included for the 2.2 development should
show gridlines and formulae. The level 2
formulae should be more complex than a level 1
standard. Suggested formulae include
manipulating data to calculate totals or Average,
Max, Min problems.
8 Misuse of a PowerPoint presentation
for 2.3.
At level 2 ensure that the PowerPoint
presentation is of a high standard – which it is
not just produced using the existing template
formats. Evidence of using different formats,
styles, layouts, timings etc. should be included
with the development stage of 2.2.
Skills required Part A of the standards and guidance
9
Level 3
Error:
Suggested solution:
1 Some candidates do not understand
the three stages of 3.1, 3.2, and 3.3
together with their sub sections in the
log book details and therefore do not
include the correct annotation /
referencing for each section.
3.1is finding the relevant information, 3.2 is
developing it i.e. trying different layouts, fonts,
styles, spreadsheet calculations, sizing and
cropping images, automated routines etc.3.3 is
presenting the finished tasks in suitable formats.
2 Some candidates are not including a
non ICT based source of information for
3.1.
Include a relevant newspaper article, magazine
cutting, book reference, leaflet etc. that was
used to find the information for one of the tasks.
3 Some candidates are not using
multiple criteria for their searches.
Include a search using AND, OR for at least one
information search.
4 Some candidates are not including
two different tasks with presentations
for at least two different audiences.
The Standards and Guidance document states
(p. 88) that the candidate should use ICT to
present information for two different tasks for
two different audiences. These could be in the
formats of a newsletter, report, customised
database report, web pages, multimedia display,
investigation, series of spreadsheets, essay
etc..
5 Some candidates are not combining
text and number, text and image, image
and number for 3.3.
Ensure that an outcome of the 3.2 development
is refined and combined for the 3.3 presentation.
6 Some candidates are not including a
purposeful email with an attachment.
The email should have a purpose for
progressing the task and it should be referred to
in the log book. Some examples could be either
to email a company to ask for information for the
project or to email a tutor with the assignment
asking for further suggestions to improve the
portfolio. The reply could then be used to
annotate the document to show that the views of
others have been taken into account for 3.2
7 Some candidates are not including
reference to the fact that the
presentation has been further
developed taking into account the views
of others.
Skills required Part A of the standards and guidance
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8 The level of number work for some
candidates is not of a suitable level.
Number work should reflect the level 3
requirements and the spreadsheet printout
included for the 3.2 development should also
show gridlines and formulae. It is also very
important that the information derived from the
spreadsheet is incorporated into the 3.3
presentation.
The level 3 formulae should be more complex
than level 2 standard. Suggested formulae
include LOOKUP functions, absolute cell
referencing and use of conditional statements.
When an IF statement is used it should do more
than answer a yes/no investigation at level 3.
9 Misuse of a PowerPoint presentation
for 3.3.
At level 3 ensure that the PowerPoint
presentation is of a high standard – which it is
not just produced using the existing template
formats. Evidence of using different formats,
styles, layouts, timings etc. with links to other
documents should be included and these should
be detailed in the development stage of 3.2.
10 No evidence of macros or automated
routines is evident in some of the
portfolios entered at this level.
Include evidence of an automated routine such
as mail merge, page referencing, table of
contents, style sheets.
Skills required Part A of the standards and guidance
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