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The literacy and numeracy skills in this qualification

1. Reading and following on-screen instructions

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

   Learners read and follow instructions to fill in online forms and to use websites and apps, finding the icons, menus and links they need. Entry 1 learners follow simple instructions with support, and Level 1 learners follow instructions to navigate websites or apps effectively, building to confident navigation at Level 2. This is required by learning outcome 2 assessment criteria.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils follow a printed step by step guide to log in to Hwb and open a shared class document, ticking each step as they go.

   Year 8

   Pupils read the help pages of an unfamiliar app to find out how to change a setting, then write the steps as a short numbered list for a classmate.

   Year 9

   Pupils skim a council website to find how to report a broken streetlight, scanning menus and links, and explain which route through the site was quickest.

   Show the specification wording and the LNF statements

   Where it is in the specification: Entry Level, learning outcome 2, assessment criteria 2.2 and 2.3, page 5; Level 1 and Level 2, learning outcome 2, assessment criterion 2.3, page 7

   “Follow instructions to navigate websites or apps”

   Progression step 3

   • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

   • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

   Progression step 4

   • I can read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.

   • I can use my knowledge of how different texts are structured, organised and linked to support my understanding of a topic, e.g. use of hyperlinks in a printed/digital text to extend my research and understanding.

2. Explaining benefits, risks and effects of technology

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

   Learners give examples, describe and explain the benefits and risks of technology and its social, legal and ethical effects, orally or in writing, using words such as scam, privacy and copyright. Entry Level criteria ask learners to name, point out and give examples, and Level 1 and Level 2 criteria ask them to describe, explain and suggest ways to reduce harm. This is required across learning outcomes 1, 3 and 4.

   Literacy: Clarity and vocabulary, Planning and organising for different purposes, audiences and context

   Getting pupils ready

   Year 7

   Pupils build a word bank of terms such as password, scam and privacy, and use three of them in sentences about using a phone safely.

   Year 8

   Pupils write a paragraph explaining one benefit and one risk of online shopping, using because and however to link their ideas.

   Year 9

   Pupils give a two minute talk explaining the social, legal and ethical effects of sharing photos of other people online, using examples and key vocabulary.

   Show the specification wording and the LNF statements

   Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 to 1.3, page 7; learning outcomes 3 and 4, assessment criteria 3.3 and 4.1 to 4.3, page 8

   “Explain some of the benefits of using technology.”

   Progression step 3

   • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

   • I can write a comprehensive account of a topic, theme or viewpoint.

   Progression step 4

   • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

3. Writing polite and responsible online messages

   Assessed: Taught, but not assessed

   Learners practise communicating responsibly through emails, messages and social platforms, being polite and not sharing harmful content. This comes from the amplification for learning outcomes 3 and 4 and the suggested activities, not from a separate assessment criterion, although messages written for learning outcome 2 tasks can be used as evidence.

   Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar

   Getting pupils ready

   Year 7

   Pupils rewrite a blunt text message as a polite one and talk about how the tone changes.

   Year 8

   Pupils write a short email to a teacher asking for help with homework, with a subject line, greeting and sign off.

   Year 9

   Pupils write a formal email to a local business asking about work experience and a friendly message to a friend about the same plan, and compare the language choices.

   Show the specification wording and the LNF statements

   Where it is in the specification: Amplification of LO3, page 12; amplification of LO4, page 12; Suggested activities, page 14

   “communicating responsibly online, e.g. polite messages, not”

   Progression step 3

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

   • I can present my work appropriately in digital contexts.

   Progression step 4

   • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

   • I can present my work appropriately in digital contexts using appropriate digital conventions, e.g. thumbnails, language preferences.

4. Judging whether online information is trustworthy

   Assessed: Taught, but not assessed

   Learners check that websites, apps and content are secure, accurate and trustworthy, and recognise scams, phishing and misleading information. This is in the Level 1 and Level 2 amplification for learning outcomes 3 and 4, supporting the criteria on responsible behaviour, rather than being an assessment criterion in its own right.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read two short adverts for the same phone and highlight the facts in one colour and the opinions in another.

   Year 8

   Pupils read a suspicious text message claiming to be from a delivery company and list the clues in the wording that show it is a scam.

   Year 9

   Pupils compare a health claim on a blog with the NHS website and write a short judgement on which is more reliable and why.

   Show the specification wording and the LNF statements

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

   “checking that websites, apps, or content are secure, accurate”

   Progression step 3

   • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

   • I can distinguish between facts, theories and opinions.

   Progression step 4

   • I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

   • I can evaluate the usefulness and reliability of texts.

5. Money in online shopping and banking

   Assessed: Taught, but not assessed

   The examples of everyday technology include shopping online to compare prices, using a cash machine to check a balance and online banking to view accounts or pay bills. No assessment criterion asks for a calculation, so this numeracy is taught through the amplification and simulated transactions rather than assessed, and numeracy demand in the unit is low.

   Numeracy: Financial literacy

   Getting pupils ready

   Year 7

   Pupils add up a basket of three items on a demo shop website and check whether it fits within a £20 budget.

   Year 8

   Pupils compare the price of the same pair of trainers on three websites, including delivery, and decide which is best value.

   Year 9

   Pupils use a mock online bank statement to work out the balance after a direct debit and a card payment, and decide whether a 20% off offer is really a saving.

   Show the specification wording and the LNF statements

   Where it is in the specification: Amplification of LO1, page 9; amplification of LO2, page 11

   “shopping online to browse items, compare prices, or buy”

   Progression step 3

   • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

   • I can make comparisons between prices and understand which is best value for money.

   • I can understand the advantages and disadvantages of using bank accounts.

   Progression step 4

   • I can make informed decisions relating to discounts and special offers.

   • I can understand the advantages and disadvantages of using bank accounts, including bank cards.

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).