Guidance

National technical outcomes: business and administration

Updated 22 October 2026

Applies to England

T Level foundation year: national technical outcomes includes a glossary of key terminology, background information and guidance for all national technical outcomes (NTOs).

Learning outcomes

Learning outcomes describe what students will be able to do after a period of learning.

Each learning outcome can be delivered independently or in combination.

The purpose of this subject content is to enable students to apply their knowledge, understanding and skills to achieve the following learning outcomes:

• learning outcome 1 (LO1): assess the performance of businesses
• learning outcome 2 (LO2): plan for sustainable business change
• learning outcome 3 (LO3): collaborate as a team member to develop sustainable business systems for business activities

Introductory rationale

Preparing students for progression to level 3

These NTOs are designed to support progression to the T Level in management and administration (introduced from September 2022), the only T Level currently available in the business and administration route. While the focus is on management and administration, the outcomes include employability and transferable skills that support progression across the route and to other relevant level 3 destinations.

The outcomes introduce theories, concepts and principles that are relevant to the core of the T Level and from across the occupational specialisms. The outcomes also allow for the development of introductory technical skills taken from the T Level occupational specialisms, particularly those related to business support, leadership and supervision. They allow for delivery in a range of contexts and situations, such as:

• finance
• retail
• travel and tourism
• health

This enables providers to tailor learning activities to the interests of students and the local market.

The 3 outcomes provide opportunities for students to learn about different occupations within the route. For example, when learning to collaborate as a team member to develop business systems, students can learn about roles in libraries, event management and manufacturing. When assessing the performance of businesses, they have the opportunity to learn about roles in financial management. Project management roles can be introduced through the planning for business change outcome. This will support students to make informed choices about their next step onto a T Level.

Developing learning and employability skills

In addition to developing technical knowledge and skills, the NTOs support the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the business and administration route.

Learners develop and apply skills in:

• analysing business information
• interpreting evidence
• solving problems
• communicating technical ideas

Through investigative tasks and project-based learning, students develop the ability to:

• plan and organise their work
• manage time
• work independently
• respond constructively to feedback

These capabilities reflect the analytical, collaborative and project-based working practices common in the sector roles and mirror the expectations of T Level study, where learners are required to:

• undertake research
• apply knowledge to unfamiliar situations
• manage extended technical tasks and projects

Setting the level to meet individual student needs

For level 2, contexts in which the outcomes are met will be relatively straightforward and routine, set in situations that are familiar to students. For example, students can assess the performance of a small, local retail outlet. They may plan for business change based on an aspect of the business where they undertake their work experience, or where the employer has worked with the student on a project and so the student is familiar with the nature of the business.

When collaborating with a team to develop business systems, this may relate to an event organised by the provider, or they may administer an aspect of the provider operation, such as recruitment of students.

Providers may want to introduce stretch and challenge for students by introducing students to new situations, contexts, or businesses that are increasingly complex and unfamiliar – for example, a local farm looking for opportunities for diversification, developing an administration system for the provider IT support team and assessing business success from provided data sets.

Delivering the outcomes holistically

Outcomes can be delivered independently, with each focussed on different type of business, situations and contexts. This allows for students to explore different contexts and situations from across the route.  

Outcomes can also be delivered together through a route-based project. For example, learners could assess business performance (LO1), use their findings to plan sustainable change (LO2) and work collaboratively to develop the business systems needed to support that change (LO3).

Learning outcome 1

Assess the performance of businesses.

This outcome focuses on financial and non-financial approaches to measuring and assessing business success. Business success is measured in many ways. Understanding how businesses measure success can assist students in selecting future employers and career prospects that employers can provide.

It provides a purposeful context for the introduction of fundamental business knowledge – in particular, relating to finance, but also the concept of quality and the perspectives of different stakeholders. These concepts are considered by providers to be potentially challenging for students to grasp. Introducing these elements within familiar and straightforward contexts should enable students to grasp the fundamental concepts, principles and theories and show their ability to learn. This should then increase their confidence in their ability to learn and enable them to cope with grasping new concepts as they move to level 3 study.

In addition to knowledge acquisition, the outcome supports learners to develop a range of skills, including communications skills, with a focus on written communication.

It is envisaged that students will be provided with a range of information presented in different formats to read and interpret. The development of written communication skills would therefore be through their note taking and synthesis of information obtained. The written communication theme is further developed through the production of clear and coherent documentation.

Learners will also develop their numeracy skills, with a focus on the interpretation of data. This could be financial data for financial measurement or other data where a business is measuring success through metrics such as customer loyalty, sales or quality.

Learners will also develop supporting digital skills that are critical to different roles in business, with a focus on the use of spreadsheets and advanced functions that can support the analysis of data.

It is envisaged that students will be provided with information and data related to a real organisation or adapted from a real organisation to ensure that the level of complexity is appropriate for students at this level. Students will use software to analyse and present the outcomes of their judgements using written communication – for example, in the form of a report.

In addition to developing technical knowledge of business performance, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the business and administration route.

Learners develop and apply skills in:

• analysing business information and data
• interpreting evidence
• drawing reasoned conclusions about organisational performance

Through investigation and reporting activities, students develop the ability to:

• organise their work
• evaluate sources of information
• communicate findings clearly
• respond constructively to feedback and reflect on their learning to improve future performance

These capabilities reflect the analytical and evidence-based working practices common in business and administration roles and mirror the expectations of T Level study, where learners are required to:

• analyse complex data
• interpret business information
• communicate structured judgements in professional contexts

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Business

This includes:

• business organisations, such as:
  • business aims, values and objectives (financial and non-financial) and why they may differ
  • forms of business governance and how these relate to an organisation’s size and purpose
  • products and services provided and their contribution to business success
• finance, such as:
  • key financial terms
  • concepts of profit, expenditure and budgeting, including how each is controlled, tracked and measured and how each contributes to business success
  • the purpose of the finance function in an organisation and their impact on business success
• stakeholders, including:
  • internal and external
  • how they are affected by the business activities
  • how they affect business activities

Quality

This includes:

• the concept of quality: principles, difference between quality control and quality assurance and application to measuring business success
• the measurement of quality: performance measures, external standards, regulatory bodies and customer feedback

Sustainability

This includes:

• technological developments and their contribution to business success

Information and data

This includes sources of financial and non-financial data and information required to measure business success:

• purpose
• typical content
• typical formats
• terminology
• differences

Communication

This includes:

• the principles of effective communication: conventions of different types of written communication and suitability for different purposes and audiences
• the principles of reading:
  • reading for comprehension
  • identifying salient points
  • summarising key points
  • synthesising information from different sources
• spelling, punctuation and grammar (SPaG): punctuation marks, grammatical conventions and spelling of technical and non-technical terminology
• vocabulary: technical and non-technical, associated with measuring business success, and their use in achieving particular effects and for different purposes

Maths

This includes:

• data analysis: techniques used to identify patterns and variances, trends, correlation, causation, interpolation, extrapolation and predictions
• descriptive statistics: purpose, suitability for different situations, techniques – frequency, central tendency (mean, median, mode) and variation (range)
• numbers and the number system: techniques for the application of the 4 operations (addition, division, multiplication and subtraction), working with whole numbers, fractions, decimals and percentages
• techniques for checking calculations: estimation and approximation
• data presentation: techniques and formats
• algebra: standard mathematical formulae and algebraic notation

Digital

This includes the use of software, including:

• features
• functions
• applications of software used to collate, analyse and present information and data

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Communicating

Learners should be able to:

• synthesise information and data from different sources
• summarise information and data
• apply technical language in relevant contexts
• apply written communication to produce formal reports following standard conventions
• apply written communication skills to clearly articulate a message
• write for impact adapting style and tone to audience and message
• interpret information presented in different formats
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Numeracy

Learners should be able to:

• construct tables, charts and graphs to present information and data with attention to detail
• apply statistical techniques to the measurement of business success, with attention to detail
• order data: integers, decimals, fractions, percentages, positive and negative
• substitute numerical values into formulae and expressions
• understand and use standard mathematical formulae
• use ratio notation
• understand and use proportion as equality of ratios Interpreting data
• identify common features in data sets presented numerically and graphically
• identify trends, patterns and variances in data
• identify measures of central tendency in data
• identify frequencies and correlation in data
• identify causal relationships in data

Digital

Learners should be able to apply software functions to:

• summarise and display data with attention to detail
• present information with attention to detail
• analyse data with attention to detail
• format cells, rows and columns with attention to detail
• format documents

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Business contexts

This includes:

• different sizes and purposes of businesses in private and public sector
• different forms of business governance
• different types of stakeholders:
  • owners
  • employees
  • customers
  • regulators

Quality

This includes measurements of quality:

• key performance indicators (KPIs)
• service level agreements (SLAs)
• Investors in People (IiP)
• British standards (BS)
• International Standards Organisation (ISO)
• social media, online metrics and compliance monitoring

Information and data

This includes financial information:

• statement of financial position
• profit and loss accounts

Digital (software)

This includes the range of:

• functions and features of spreadsheet software
• techniques to present qualitative information and data

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• relationship between types of business aims and business values
• how the form of business governance relates to the regulatory environment
• increased complexity of data analysed, including:
  • data from different sources
  • a requirement to synthesise and show relationships between data
• inter-relationship between business and stakeholder objectives and impact on business success and stakeholder perceptions
• use of advanced software features to work with complex data
• advanced business data analysis techniques: interpretation of complex datasets and relationships between performance indicators

Additional level 3 preparation

Additional preparation includes:

• evaluation of financial and non-financial performance measures and their limitations
• interpretation of business information to support evidence-based performance judgements
• structured business reporting and presentation of analytical findings in professional formats
• comparative analysis of business performance across different organisations or sectors

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• focussed
• integrity
• responsible
• self-controlled

Mapping of opportunities to support students’ development of English, numeracy and digital skills

English skills

GCSE: critical reading and comprehension and Functional skills: reading

Learners should be able to:

• synthesise information and data from different sources
• summarise information and data
• interpret information presented in different formats

GCSE: writing and Functional skills: writing

Learners should be able to:

• apply technical language in relevant contexts
• apply written communication to produce formal reports following standard conventions
• apply written communication skills to clearly articulate a message
• write for impact
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Numeracy skills

GCSE: number

Learners should be able to order data, including:

• integers
• decimals
• fractions
• percentages
• positive and negative

GCSE: algebra

Learners should be able to:

• substitute numerical values into formulae and expressions
• understand and use standard mathematical formulae

GCSE: ratio, proportion and rates of change

Learners should be able to:

• use ratio notation
• understand and use proportion as equality of ratios

Functional skills: using numbers and the number system

Learners should be able to:

• substitute numerical values into formulae and expressions
• understand and use standard mathematical formulae
• use ratio notation
• understand and use proportion as equality of ratios
• identify causal relationships in data

GCSE: statistics and Functional skills: handling information and data

Learners should be able to:

• construct tables, charts and graphs to present information and data with attention to detail
• apply statistical techniques to the measurement of business success with attention to detail
• identify common features in data sets presented numerically and graphically
• identify trends, patterns and variances in data
• identify measures of central tendency in data
• identify frequencies and correlation in data
• identify causal relationships in data

Digital skills

Functional skills: creating and editing

Learners should be able to apply software functions to:

• summarise and display data with attention to detail
• present information with attention to detail
• analyse data with attention to detail
• format cells, rows and columns with attention to detail
• format documents

Learning outcome 2

Plan for sustainable business change.

This outcome focuses on change. Businesses operate in a constantly changing environment and look for opportunities for successful change. Increasingly, business change is driven by the need to meet the sustainability agenda and demonstrate to their key stakeholders that their business is working to minimise the negative impacts of climate change. Change must be planned and managed. Planning and management will depend on the type of change and what the change is trying to achieve and the type of business.

This outcome provides a purposeful context for the introduction of fundamental business knowledge – in particular, relating to project and change management, as well as the wider business context.

The concept of change management can be difficult for students who have no or limited experience of the workplace to grasp. Introducing the concept of project management can help students to organise their own time and workload and support their progression to level 3 study.

In addition to knowledge development, the outcome is designed to encourage creativity and entrepreneurial thinking – transferable skills that will benefit the student as they engage with new ways of learning.

Learners will develop communication skills, with a focus on oral communication, as it is envisaged that learners will orally present their plans for business change.

This outcome also provides a purposeful context for the development of digital skills, working with presentation software.

It is envisaged that learners will be provided with case study information regarding an organisation with plans for change, such as diversification into new markets or new products. Learners will then present proposals for how the proposed change should be implemented.

In addition to developing knowledge of business change and sustainability, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the business and administration route.

Learners develop skills in:

• analysing business environments
• evaluating information
• generating well-reasoned proposals for organisational change

Through planning activities and presentations, students strengthen their ability to:

• organise tasks
• manage time
• justify decisions with evidence
• communicate ideas effectively to different audiences

These capabilities reflect the collaborative, analytical and problem-solving approaches used in business environments and mirror the expectations of T Level study, where learners:

• develop proposals
• analyse organisational contexts
• communicate recommendations in professional settings

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding:

Change management

This includes:

• business change, such as:
  • dynamic nature of business and business growth
  • methods of business growth
  • opportunities and problems associated with change
• Drivers for change, including:
  • internal and external
  • opportunities and challenges they present

Business

This includes:

• business organisations, such as:
  • features of environments
  • locations and workplaces
  • working conditions
  • types of employment
• business competitiveness: strategies and techniques used by businesses to improve competitiveness

Sustainability

This includes:

• sustainable development, including:
  • national and international development goals
  • purpose of targets
  • associated actions
  • benefits of sustainability actions to organisations, societies and environments
  • factors affecting organisations, societies and environments
  • restrictions and permissions
• technological developments and their contribution to sustainability and business contexts
• supply chain management: key principles, concept of sustainable procurement, benefits and limitations

Project management

This includes:

• the project management life cycle: terminology, key stages and requirements at each stage

• project planning, including:

  • project scope
  • client expectations
  • budget
  • resource availability
  • sustainability
  • timeframe
  • tools and techniques for planning and monitoring

Information and data

This includes sources of information and data used to support planning for change:

• purpose
• typical content
• typical format
• terminology
• differences

Communication

This includes:

• principles of effective communication, including:
  • 2-way process (send and receive messages)
  • methods (verbal, non-verbal)
  • suitability for different purposes and audiences
  • differences between social and business communication
• vocabulary: technical and non-technical used to achieve particular effects and for different purposes
• non-verbal communication:
  • how they are presented
  • meaning of different types of body language
  • types and value of images and support materials as visual aids
  • impact of non-verbal communication to support comprehension of key messages
• oral communication: pitch, tone and intonation and their impact on how a message is received
• engaging with an audience: techniques for establishing rapport when presenting proposals

Digital

This includes the use of software, such as:

• features
• functions
• applications for the presentation of information

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Planning

Learners should be able to:

• identify discrete steps
• estimate time and resources needed
• sequence activities taking account of critical path
• use planning or project management tools to support an activity

Decision-making

Learners should be able to:

• clarify logical choices
• identify likely impact of decisions
• assess evidence and advice to support decision-making
• justify how a decision would lead to achieving objectives
• conclude arguments
• substantiate conclusions with evidence

Creativity

Learners should be able to:

• apply lateral thinking to consider opportunities from different perspectives
• make novel connections between ideas
• recognise ideas, alternatives and possibilities
• form ideas iteratively

Communicating

Learners should be able to:

• engage an audience
• apply technical language in relevant contexts
• apply oral communication skills to clearly articulate a message
• apply non-verbal communication techniques to support effective communication
• apply communication techniques to secure audience understanding

Digital

Learners should be able to:

• apply software functions to present information to an audience

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples:

Contexts

This includes the types of organisations:

• different products and services
• different types of customers

Change management

This includes:

• business change: methods of business growth – diversification, mergers and downsizing
• drivers for change: external drivers: legal, political, social, technological, environmental, economic, internal drivers – financial, customer-based and product- or service-based

Project management

This includes:

• the project management lifecycle: initiation, execution and implementation, monitoring, reporting and closure
• terminology: milestones, targets, activities, timescales, resources, roles and responsibilities, budgets, monitoring, risk, issues, logs, outputs and outcomes
• project tools and techniques: planning – flow diagrams, Gantt charts, checklists, monitoring – issues logs and risk records

Information and data

This includes the types of information and data: 

• market research data
• financial data
• project briefs
• reports
• social media

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• change management theories and their suitability for different situations and the barriers to change and methods business used to overcome these
• principles of different approaches to project management and their suitability in different situations
• using software to structure, edit and format documents and presentations, creating templates, amending masters and introducing themes and animations

Additional level 3 preparation

Additional preparation includes:

• evaluation of internal and external drivers influencing organisational change
• application of structured project management frameworks to planning business change initiatives
• assessment of sustainability strategies and their implications for organisational performance
• risk and impact analysis associated with business change proposals
• professional presentation of change management proposals and supporting evidence

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• flexible
• enterprising
• self-awareness
• self-confidence

Mapping of opportunities to support students’ development of English and digital skills

English skills

GCSE: spoken language and Functional skills: speaking, listening and communicating

Learners should be able to:

• engage an audience
• apply technical language in relevant contexts
• apply oral communication skills to clearly articulate a message
• apply non-verbal communication techniques to support effective communication
• apply communication techniques to secure audience understanding

Digital skills

Functional skills: creating and editing

Learners should be able to:

• apply software functions to present information to an audience

Learning outcome 3

Collaborate as a team member to develop sustainable business systems for business activities.

Business systems are fundamental to a business operation. Ineffective systems will negatively affect the business, its employees and other stakeholders. As such, knowledge of systems and the ability to develop systems is beneficial to students, as it:

• gives insight into different types of business
• assists them with organising their own learning

As systems impact on people, the outcome provides a valid context for introducing content related to people as employees and the organisational policies that support them to carry out their work effectively.

As students learn about systems, they will have the opportunity to study different occupations that use the systems they are developing. This could include occupations in different functional areas, such as sales, production, finance, administration and human resources.

The outcome introduces students to the concept of teamwork and allows for the development of skills associated with team working, communication and interpersonal skills, which will be of benefit for them as they progress to level 3 learning.

Learners will develop communication skills with a focus on written and oral communication, particularly to support effective team working and developing documentation that is appropriate to the needs of different stakeholders within a system.

This outcome also provides a purposeful context for the development of digital skills associated with document production and communication. It is envisaged that this outcome will be demonstrated through the development of business systems for an event or the introduction of a new product or service.

In addition to developing knowledge of business systems and processes, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the business and administration route.

Learners develop skills in:

• collaboration
• communication
• the organisation of information to support effective teamwork

Through group activities and the development of business systems documentation, learners strengthen their ability to:

• manage their own contributions
• respond to feedback
• communicate ideas clearly to colleagues and stakeholders

These capabilities reflect the collaborative and professional working practices common in business and administration roles and mirror the expectations of T Level study, where learners:

• contribute to team projects
• communicate professionally
• develop structured documentation to support organisational systems

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Business systems and processes

This includes:

• different systems and processes used by businesses and functional areas within a business to carry out their activities
• personnel that are involved
• documentation used to support systems and processes

Business

This includes:

• functional areas: different functions within a business, their purpose in achieving business aims and objectives, and their interrelationships
• legislation: legal and regulatory frameworks, legislation that applies to employees and people management and relationship to organisational policies

Sustainability

This includes:

• sustainable development, including:
  • national and international development goals
  • purpose of targets
  • associated actions
  • benefits of sustainability actions to organisations, societies and environments
  • factors affecting organisations, societies and environments
  • restrictions and permissions
• technological developments and their contribution to sustainability and business contexts
• supply chain management, including:
  • key principles
  • the concept of sustainable procurement
  • benefits and limitations

People

This includes:

• the value of an equal, diverse and inclusive team and the effect of unconscious bias on performance
• the characteristics of ethical behaviour
• team dynamics, including:
  • characteristics of effective teams
  • team formation and development
  • principles and processes
  • expectations of effective team members
  • qualities of an effective team member
  • roles and responsibilities of team members
• differences between authority, accountability and responsibility, implications for effective business processes and protocols used to escalate issues in different contexts
• professional behaviours: definitions and how behaviours are demonstrated

Information and data

This includes:

• factors to consider when using information and data: confidentiality, privacy, intellectual property and security
• documentation:
  • different types of documents produced to support business systems and processes
  • typical content and formats
  • purposes and applications

Communication

This includes:

• the principles of effective communication, such as:

  • 2-way process (send and receive messages)
  • methods (verbal and non-verbal)
  • styles (formal and informal)
  • suitability for different purposes and audiences
• spelling, punctuation and grammar: punctuation marks, grammatical conventions, spelling of key technical and non-technical terminology
• vocabulary: technical and non-technical used to achieve particular effects and for different purposes
• listening techniques: active and deep
• non-verbal communication: meaning of different types of body language and impact on those observing the body language
• engaging with an audience: techniques for establishing rapport, in conversation, in discussion and when obtaining and clarifying information
• difference between social and business communication styles and application to different audiences for difference purposes

Digital

This includes:

• software: features, functions and applications for documentation production software
• management of digital information and data: classification and organisation, naming conventions, storage systems, protection methods, accessibility and formats
• social media: platforms, features, uses, audiences, benefits and limitations and implications for use
• protection of personal data: legal framework, risks, software and procedures

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Self-managing

Learners should be able to:

• monitor own performance against objectives
• manage own time in achieving objectives

Self-reflecting

Learners should be able to:

• set personal goals
• identify success criteria for a task
• consider process and evidence available for review
• make judgements based on evidence available

Team working

Learners should be able to:

• work with others towards achieving objectives

Communicating

Learners should be able to:

• apply active listening techniques to team working activities
• apply oral communication techniques to obtain and clarify information and data
• apply non-verbal communication techniques to support communication
• create documents appropriate to purpose and audience
• engage in discussion and conversation, listening to and responding to feedback
• show respect for others’ view and opinions
• apply an inclusive approach to engaging with others
• apply communication techniques to secure audience understanding
• apply technical language in relevant contexts

Digital

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information
• apply software functions to create and format documents and templates

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Business processes and systems

This includes:

• the different systems and processes for different purposes and different types of organisations

Business

This includes:

• functional areas: sales, production, finance and administration
• legislation: for health and safety and employment

Digital

This includes management of digital information and data:

• archiving
• classification
• version control

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• review systems and practices to identify potential issues and propose improvements
• work with different individuals at different levels and take different roles within a team, developing an understanding of the causes and implications of poor team performance
• produce formal and informal reports and other forms of communication appropriate to audience and purpose, and use verbal communication to clearly articulate an argument or justify a proposal or recommendation
• use advanced functions of document production software

Additional level 3 preparation

Additional preparation includes:

• evaluation of business systems and processes to identify opportunities for improvement
• application of collaborative working practices within project or team environments
• structured documentation of business systems and operational procedures
• assessment of organisational policies and compliance requirements affecting business systems
• professional communication approaches for collaboration with different stakeholders

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• adaptable
• respectful
• responsive
• socially adept
• tolerant

Mapping of opportunities to support students’ development of English and digital skills

English skills

GCSE: writing and Functional skills: writing

Learners should be able to:

• create documents appropriate to purpose and audience
• apply technical language in relevant contexts

GCSE: spoken language and Functional skills: speaking, listening and communicating

Learners should be able to:

• apply active listening techniques to team working activities
• apply oral communication techniques to obtain and clarify information and data
• apply non-verbal communication techniques to support communication
• engage in discussion and conversation, listening to and responding to feedback
• show respect for others’ view and opinions
• apply an inclusive approach to engaging with others
• apply communication techniques to secure audience understanding
• apply technical language in relevant contexts

Digital skills

Functional skills: using devices and handling information

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information

Functional skills: creating and editing

Learners should be able to:

• apply software functions to create and format documents and templates