Guidance

National technical outcomes: creative and design

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): develop ideas to meet creative and design client briefs
• learning outcome 2 (LO2): produce sustainable creative and design outputs to meet client briefs
• learning outcome 3 (LO3): develop enterprising ideas for business development opportunities in creative and design

Introductory rationale

Preparing students for progression to level 3

These NTOs are designed to support progression to the T Level in:

• media, broadcast and production (introduced in September 2024)
• craft and design (introduced in September 2024)

They also provide a foundation for progression to other relevant level 3 destinations.

The outcomes introduce theories, concepts and principles that are relevant to the core of both T Levels within the route and from across the occupational specialisms. This includes:

• technical knowledge of the creative and design sector
• consideration of audience and cultural context
• research and project methodologies

The outcomes also allow for technical skills development related to both T Levels, such as health and safety, use of tools and equipment and technical production skills. 

The outcomes will provide opportunities for students to learn about different occupations within the route. For example, when learning about the creative and design sector in LO3, there is scope to include learning about creative occupations both within and outside the creative industries. When learning about occupations such as creative media technician, content creation, and production and craft-based roles, students will have the opportunity to gain insight into the scope of these roles and the entry and progression pathways to enter those occupations. This will support students to make informed choices about their next step, and which T Level is most appropriate for their career aspirations.

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 creative and design route.

Learners develop and apply skills in:

• analysing client briefs and creative requirements
• interpreting evidence
• solving problems
• communicating technical ideas

Through investigative tasks and project-based learning, learners 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, the outputs that students develop ideas for, the sustainable outputs they produce and the solutions they propose will be relatively straightforward and routine. They will focus on contexts that will be familiar to students. For example, students may develop ideas for and produce a simple piece of jewellery or develop ideas for and produce a short video.

Providers may want to introduce stretch and challenge for students by, for example, requiring more features to be introduced into a design solution or producing sustainable outputs that are more complex, with multi-step processes required.

Delivering the outcomes holistically

Outcomes can be delivered independently, with each focussed on different aspects of the creative and design sector. This allows for students to explore different contexts and a range of types of creative and design ideas and outputs. It also supports students to develop ideas for a creative and design brief that are ambitious and aspirational but does not mean they need to produce an output related to these ideas. Separating the outcomes in this way ensures that the context supports students’ ability and progression.

Outcomes can also be delivered together. For example, having developed ideas for an output (LO1), students could then produce this output, or at least some part of it (LO2) and then use this output as part of the ideas they propose for a business development opportunity (LO3).

Learning outcome 1

Develop ideas to meet creative and design client briefs.

This outcome focusses on the development of ideas as part of the design process. This is fundamental to any occupation in the creative and design route, whether designing jewellery, content for a new advertisement or a set for a play. 

The technical knowledge content of this outcome provides an understanding of the:

• bigger picture
• range of creative and design outputs
• idea generation process

Students will also develop an understanding of the concept of audience and factors to consider when developing ideas.

In addition to technical knowledge related to developing design ideas, students will develop transferable skills such as creativity and critical thinking to support them in developing ideas. This should help to raise their confidence in their ability to learn and enable them to cope with grasping new concepts as they move to level 3 study.  

This outcome develops students’ communication skills, with a focus on how to communicate their ideas to the client, using images and text. It is also envisaged that students will need to engage in oral communication with a ‘client’ throughout the design process – for example, clarifying requirements of a brief.

Students will also develop digital skills to support their presentations and demonstrate their design ideas to a client.

It is envisaged that, for this outcome, learners will be provided with a client brief that sets out requirements. Learners will then learn to generate and develop ideas that can meet the brief.

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

Learners develop and apply skills in:

• researching information
• analysing client briefs
• evaluating ideas in relation to audience and cultural context

Through idea generation and presentation activities, students strengthen their ability to:

• organise their work
• justify creative decisions
• communicate design ideas clearly to different audiences

These capabilities reflect the creative, analytical and collaborative working practices common in creative and design roles and mirror the expectations of T Level study, where learners:

• research contexts
• develop creative proposals
• present ideas in professional settings

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Creative and design outputs

This includes:

• media, broadcast and production products: types, features and applications
• craft objects: types, features and applications

Generating ideas

This includes:

• methods for generating ideas: types, characteristics and application
• sources of inspiration for generating ideas: types, characteristics and application

Audience

This includes factors to consider in relation to intended audience:

• types
• purpose of output
• equality, diversity and inclusion
• accessibility
• cultural sensitivities

Sustainability

This includes:

• the concept of sustainable development
• opportunities to address and support sustainability through innovative designs

Information and data

This includes:

• sources of information required to support the production of designs: purpose, typical content, format, terminology and differences
• types of information and data created and recorded when designing outputs
• factors to consider when using information and data: confidentiality, privacy, intellectual property and security

Communication

This includes:

• principles of effective communication: 2-way process (send and receive messages), methods (verbal and non-verbal), styles (formal and informal), conventions of different types of written communication and suitability for different purposes and audiences
• principles of reading:
  • reading for comprehension
  • identifying salient points
  • summarising key points
  • synthesising information from different sources
• spelling, punctuation and grammar (SPaG): punctuation markers, grammatical conventions, and spelling of key technical and non-technical terminology
• vocabulary: technical and non-technical, use to achieve particular effects and for different purposes
• listening techniques: active and deep
• non-verbal communication:
  • how they are presented
  • the meaning of different types of body language
  • types and value of images and support materials as visual aids
  • the 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
• difference between social and professional communication styles and application to different audiences for different purposes

Digital

This includes:

• the features, functions and applications of software for presenting designs
• management of digital information and data: classification and organisation, naming conventions, storage systems, protection methods, accessibility and formats
• protection of organisational and client data: risks, software and procedures

Required skills

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

Critical thinking

Learners should be able to:

• apply effective questioning to elicit information
• evaluate pros and cons of information provided
• review information from different perspectives
• apply logic and reasoned argument to information presented
• synthesise information from different sources
• draw evidence-based conclusions

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:

• synthesise information and data from different sources
• engage an audience
• summarise information and data
• apply technical language in relevant contexts
• apply oral communication skills to clearly articulate a message
• 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 written communication techniques to produce formal reports following standard conventions
• apply written communication skills to clearly articulate a message
• create documents appropriate to purpose and audience
• produce clear and coherent texts
• sketch 2D and 3D designs for craft outputs
• apply communication techniques to secure audience understanding
• interpret information and data presented in different formats
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Digital

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information
• apply software functions to present designs to clients

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Creative and design outputs

This includes:

• media, broadcast and production products, including video content, media assets, events and productions
• craft objects, including jewellery, ceramics, furniture and textiles

Generating ideas

This includes:

• methods: writing down ideas, associative thinking, prototypes and testing
• sources of inspiration: books, museums, galleries, work of others and online

Audience

This includes types of audience:

• age
• general public or specific groups or individuals
• interests
• location
• lifestyle

Information and data

This includes sources of information required to support the production of designs, including design briefs.

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

Examples include:

• develop risk planning and contingencies to mitigate against design idea constraints
• use of software with different functions and features to present design ideas
• factors that affect the ability to turn design ideas into actual outputs: budget constraints, time and copyright issues
• advanced idea generation techniques and iterative design development processes

Additional level 3 preparation

Additional preparation includes:

• evaluation of audience needs and cultural context in creative design decisions
• comparative analysis of alternative design concepts against client brief requirements
• professional presentation and documentation of design proposals for client approval
• assessment of sustainability considerations influencing creative design concepts
• comparative analysis of construction solutions against planning and sustainability criteria
• structured reporting and documentation of construction proposals for professional audiences
• assessment of stakeholder interests and their influence on construction planning decisions

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

• self-confidence
• socially adept
• empathetic
• respectful

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

English skills

GCSE: critical reading and comprehension

Learners should be able to:

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

GCSE: writing

Learners should be able to:

• apply written communication skills to clearly articulate a message
• produce clear, coherent designs

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

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

Functional skills: reading

Learners should be able to:

• interpret information and data presented in different formats
• summarise information and data

Functional skills: writing

Learners should be able to:

• apply written communication skills to clearly articulate a message
• produce clear, coherent texts
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

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 produce designs

Learning outcome 2

Produce sustainable creative and design outputs to meet client briefs.

This outcome focuses on practical, hands-on creative and design technical production skills and their application to produce either media, broadcast and production products or craft objects.

The technical production skills are relevant to the occupations covered by either of the T Levels in the creative and design route. The outputs produced need to take into consideration sustainability, relevant to the output. This could be in relation to materials used, waste minimisation or other sustainability factors.

To support development of technical knowledge across the route, learners will develop knowledge of the processes involved in the production of both media, broadcast and production products and craft objects. They will then apply this knowledge to the production of either media, broadcast and production products or craft objects. 

Although the focus of this outcome is on technical production skills development, it also provides an opportunity for students to learn about concepts related to health and safety, tools and equipment and use of materials in contexts that relate directly to the practical tasks they will be completing.

This outcome will also provide an opportunity to identify potential challenges students may encounter with the practical aspects of the T Level occupational specialisms. 

In addition, this outcome allows for the development of transferable skills, including planning skills, which can be useful for students when working on practical activities as well as when planning their own work.

Students will need to read and interpret information to complete the practical activities, and this is reflected in the communication skills. 

There will also be a requirement to calculate resources, whether this is material or time, and this is reflected in the numeracy skills.

Digital knowledge and skills will also be developed for those students producing media, broadcast and production products.

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

Learners develop skills in:

• planning production activities
• interpreting technical information
• evaluating outcomes when producing creative outputs

Through practical production activities, students strengthen their ability to:

• manage time and resources
• work independently
• respond constructively to feedback
• reflect on their learning to improve future performance

These capabilities reflect the organised, collaborative and quality-focused working practices common in creative production environments and mirror the expectations of T Level study, where learners:

• plan production tasks
• apply technical processes
• evaluate the quality of creative outputs

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Creative and design production processes

This includes: 

• media, broadcast and production products: production procedures and processes and use of media software
• craft objects: techniques, procedures and processes

Health and safety

This includes:

• typical health and safety hazards that individuals can create and encounter when producing creative and design outputs
• likelihood and severity of health and safety risks associated with typical hazards
• risk assessment: purpose, use and content
• controls used to minimise risks
• techniques used to support healthy and safe working practices, including manual handling

Tools and equipment

This includes the characteristics, purpose, safety, security, storage, maintenance, operation and applications of tools and equipment.

Materials, consumables and products

This includes:

• the characteristics, purpose, applications, qualities and different types of materials, consumables and products used to achieve objectives
• material quantities require to ensure minimum wastage
• properties of different types of materials and their suitability for different purposes and applications

Sustainability

This includes:

• waste management: principles, techniques (refuse, reduce, reuse, repurpose, recycle), procedures and impact on the production of creative and design outputs
• sustainable materials: characteristics, purpose, applications and impact on the production of creative and design outputs
• supply chain management: key principles, concept of sustainable procurement, benefits and limitations

Information and data

This includes the sources of information required to produce creative and design outputs:

• purpose
• typical content
• format
• terminology
• differences

Communication

This includes the principles of reading:

• reading for comprehension
• identifying salient points
• summarising key points
• synthesising information from different sources

Maths

This includes:

• numbers and the number system: techniques for application of the 4 operations (addition, multiplication, division and subtraction), working with whole numbers, fractions, decimals and percentages
• techniques for checking calculations: estimation and approximation

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following technical production skills related to the production of either media, broadcast and production products or craft products.

Media, broadcast and production products

Learners should be able to:

• prepare the environment
• handle equipment and materials
• manipulate media software
• apply technical skills in the production of a product

Craft object

Learners should be able to:

• prepare the environment
• handle tools, equipment and materials
• manipulate materials
• apply technical skills in the production of an object

Health and safety

Learners should be able to:

• assess a situation for potential adverse effects
• assess an area for potential health and safety risks
• establish a safe working area
• apply personal protective equipment (PPE) appropriately following agreed procedures
• apply safe manual handling techniques when lifting, carrying, handling and moving tools, equipment and materials

Use of tools and equipment

Learners should be able to:

• apply techniques to use tools and equipment effectively to meet requirements of a task and situation

Sustainability

Learners should be able to:

• use materials sustainably
• dispose of waste sustainably
• minimise waste

Planning

Learners should be able to:

• identify discrete steps required to achieve an outcome with attention to detail
• estimate time and resources required to achieve an outcome
• prioritise activities required to achieve an outcome
• sequence activities required to achieve an outcome
• allocate resources required for the production of outputs

Self-managing

Learners should be able to:

• monitor own performance against objectives
• manage own time in achieving objectives
• move within an environment demonstrating situational awareness

Self-reflecting

Learners should be able to:

• identify success criteria for a task
• consider process and evidence available for review
• making judgements based on evidence available

Communicating

Learners should be able to:

• interpret information and data presented in different formats

Numeracy

Learners should be able to:

• apply the 4 operations to calculate required resources
• estimate resources required for the production of creative and design outputs

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Creative and design outputs

This includes:

• media broadcast and production products: video content and media assets
• craft objects: jewellery, ceramics, furniture and textiles

Health and safety

This includes:

• health and safety hazards: sharp objects, broken tools and equipment
• health and safety risks: slips, trips and falls
• controls: inspection of equipment and housekeeping

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

Examples include:

• type of products and objects produced: more complex multi-step processes required
• production of ‘linked’ digital product and craft output (for example, a fashion item that is used in a film or digital asset that showcases several produced craft objects in an online exhibition)
• factors that can impact on successful completion and quality of products and objects
• quality of information provided for the production process, including missing information

Additional level 3 preparation

Additional preparation includes:

• evaluation of production processes and their impact on quality and sustainability of creative outputs
• application of structured production planning approaches in creative workflows
• assessment of material, resource and technical requirements for complex creative outputs
• quality-assurance approaches for creative and design production outputs
• professional documentation of production processes and outcomes

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

• resilient
• self-confidence

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:

• interpret information and data presented in different formats

Numeracy skills

GCSE: number and Functional skills: using numbers and the number system

Learners should be able to:

• calculate resource requirements to produce creative and design outputs

Digital skills

Functional skills: creating and editing

Learners should be able to:

• apply software functions to produce media, broadcast and production products

Learning outcome 3

Develop enterprising ideas for business development opportunities in creative and design.

This outcome focuses on proposing enterprising ideas through investigation, in the context of business development opportunities in creative and design. It provides students with an insight into opportunities for earning money or self-promotion within the creative and design sector. Business development opportunities that could be included in this outcome are in areas such as:

• involvement in exhibitions
• improving spaces
• developing new products or new customers

The technical knowledge content of this outcome sets the scene in terms of developing understanding about the creative and design sector and how cultural context needs to be considered when proposing any ideas in relation to business development opportunities. Knowledge in relation to project management is also included to support students to develop ideas that meet the requirements of scope, cost and time.

The outcome allows for the development of transferable skills of planning, analysing, investigating and decision-making to enable students to:

• plan investigations
• analyse information they find in relation to business opportunities
• make decisions on the enterprising ideas they will develop

These are valuable skills that will support their learning as they move to level 3 study.  

Students will carry out investigations where they will encounter written information to read and interpret. As such, the development of written communication skills will 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 of their ideas.

This outcome also requires students to make use of digital technology to support their project management and to present their enterprising ideas.

It is envisaged that students will interact with ‘clients’ or ‘stakeholders’ to present their enterprising ideas. This could be by presenting their ideas to employer or stakeholder representatives or non-familiar individuals who are role playing a group of employers or stakeholders. This is reflected in the oral communication skills.

In addition to developing knowledge of enterprise within the creative and design sector, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the creative and design route.

Learners develop skills in:

• researching business opportunities
• analysing market and cultural contexts
• evaluating potential ideas for development

Through investigation and proposal activities, students strengthen their ability to:

• organise information
• justify decisions with evidence
• communicate enterprising ideas clearly to stakeholders

These capabilities reflect the analytical, entrepreneurial and collaborative working practices common in creative industries and mirror the expectations of T Level study, where learners:

• analyse markets
• develop proposals
• present business ideas in professional contexts

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Cultural context

This includes:

• cultural contexts in relation to business opportunities: social, political, technological and economic
• style, taste and trends: characteristics and applications

Business

This includes:

• the creative and design sector:
  • contribution of the sector to the economy
  • relationship of the sector to other sectors
  • strategies and techniques used by businesses to improve competitiveness and features of different types of workplaces in the sector, including working conditions and types of employment
• enterprise: key principles, concept of risk and reward, how enterprise is used to develop business change and controls that can be applied to mitigate risk
• finance: key financial terms, sources of finance, concepts of profit, revenue, expenditure and budgeting how they are tracked, controlled and measured and how they contribute to business success
• stakeholders: internal, external, how they are affected by business activities and how they affect business activities
• business competitiveness: strategies and techniques used by businesses to improve competitiveness

Sustainability

This includes:

• the concept of sustainable development
• opportunities to address and support sustainability through innovative solutions

People

This includes:

• characteristics of ethical behaviour
• professional behaviours: definitions and how behaviours are demonstrated
• project management
• project management lifecycle: terminology, key stages and requirements at each stage
• project planning and monitoring tools and techniques: characteristics, functions and applications
• project proposals: key features, including summary and description
• factors to consider when planning projects: project scope, client expectations, budget, resources availability, sustainability and timeframe

Investigation

This includes:

• data collection: methods, purpose, suitability and types of data
• validity of information and data: accuracy, reliability, currency and bias
• referencing of sources: techniques used to reference sources directly, paraphrasing and different types of sources

Communication

This includes:

• principles of effective oral communication: 2-way process (send and receive messages), methods (verbal and non-verbal) and styles (formal and informal)
• principles of reading:
  • reading for comprehension
  • identifying salient points
  • summarising key points
  • synthesising information from different sources
• spelling, punctuation and grammar (SPaG): punctuation markers, grammatical conventions and spelling of key technical and non-technical terminology
• vocabulary: technical and non-technical, use to achieve particular effects and for different purposes
• listening techniques: active and deep
• non-verbal communication: meaning of different types of body language, types and value of images and support materials as visual aids and 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
• positive communication: techniques and their application to presenting ideas
• engaging with an audience: techniques for establishing rapport, in conversation, in discussion, in debate, obtaining and clarifying information and presenting ideas

Digital

This includes:

• software: feature, functions and applications for:
  • project management
  • presenting
  • production of reports
• management of digital information and data: classification and organisation, naming conventions, storage systems, protection methods, accessibility and formats
• online or internet searches: techniques used to carry out and refine searches, search engine optimisation (SEO) and its implication for search results
• protection of organisational data: risks, software and procedures

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 required to achieve an outcome
• estimate time and resources required to achieve an outcome
• prioritise activities required to achieve an outcome
• sequence activities required to achieve an outcome
• coordinate activities required to achieve an outcome

Analysing

Learners should be able to:

• identify common features in information
• organise common features into types
• discern patterns in information
• deconstruct information
• classify information
• order information

Investigating

Learners should be able to:

• develop focussed search criteria and queries to support an investigation
• identify sources of information and data required for an investigation
• reference sources of information
• interrogate information and data for validity

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
• substantiate proposals with evidence
• conclude arguments

Communicating

Learners should be able to:

• synthesise information and data from different sources with attention to detail
• engage an audience
• summarise information and data with attention to detail
• apply technical language in relevant contexts
• apply active listening techniques when presenting solutions
• apply oral communication skills to clearly articulate a message with attention to detail
• apply written communication skills to clearly articulate a message
• apply non-verbal communication techniques to support communication
• create documents appropriate to purpose and audience
• write for impact
• engage in discussion, debate and conversation, listening to and responding to questions and feedback
• show respect for others’ views and opinions
• apply communication techniques to secure audience understanding
• interpret information and data presented in different formats
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Digital

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information
• apply software functions:
  • for project management
  • for presenting
  • to produce reports

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative example.

Business

This includes:

• types of employment: freelance, partnership and limited company
• sources of finance: grants, incentives, sponsorship, crowd funding and commercial funding

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

Examples include:

• the influence of a range of external factors on ideas for a business development opportunity
• implications of using different funding sources for a business development opportunity
• how the supply chain of the creative economy impacts on ideas for a business development opportunity

Additional level 3 preparation

Additional preparation includes:

• evaluation of market trends and cultural influences affecting creative business opportunities
• assessment of financial considerations and funding models for creative projects
• application of project management approaches to creative business development initiatives
• comparative analysis of alternative business strategies within creative industries
• professional presentation of enterprise proposals to stakeholders

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

• focussed
• reflective
• independent

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

English skills

GCSE: critical reading and comprehension

Learners should be able to:

• synthesise information and data from different sources

GCSE: writing and Functional skills: writing

Learners should be able to:

• apply written communication skills to clearly articulate a message
• produce clear, coherent texts
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

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

Learners should be able to:

• apply communication techniques to secure audience understanding
• apply technical language in relevant contexts
• apply oral communication skills to clearly articulate a message
• engage in discussion, listening to and responding to questions and feedback
• apply non-verbal communication techniques to support communication of key messages

Functional skills: reading

Learners should be able to:

• interpret planning information and data presented in different formats
• summarise information and data

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 manage projects, present ideas and generate reports
• advanced software functions to manage projects present ideas and generate reports