Guidance

National technical outcomes: digital

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): analyse data to meet the requirements of client briefs
• learning outcome 2 (LO2): plan for cyber security resilience
• learning outcome 3 (LO3): apply coding skills to produce a digital project output

Introductory rationale

Preparing students for progression to level 3

These NTOs are designed primarily to support progression to either the:

• digital software development T Level (introduced from 2020)
• digital support and security T Level (introduced from 2021)
• digital data analytics T Level (introduced from 2021)

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 all 3 T Levels within that route. They also allow for technical skills development related to all 3 T Levels, including:

• data manipulation
• planning for cyber security resilience
• programming
• providing digital solutions

The outcomes allow for the development of transferrable skills, such as investigating and critical thinking.

The outcomes introduce emerging technologies through artificial intelligence‑supported tools used for data analysis, monitoring cyber threats and assisting with digital solutions.

As a result, they provide an insight into the content of all 3 T Levels, enabling students to make informed choices about which T Level from within the route is most appropriate for their needs and ambitions. 

The outcomes will provide opportunities for students to learn about different occupations across the digital route. For example, when planning for cyber resilience, students learn about security and risk mitigation, leading to an opportunity to learn about associated occupations such as a security administrator, support technician or web developer, whether they be in a dedicated software production organisation, or an ‘in house’ information technology team managing user services. 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 digital route.

Learners develop and apply skills in:

• analysing information
• interpreting evidence
• solving problems
• communicating technical ideas clearly to different audiences

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 digital 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 activities will be relatively straightforward and routine, set in contexts that are familiar to students.

Providers may want to introduce stretch and challenge for students by establishing new types of contexts that are more complex and unfamiliar. For example, having researched competitor environment, students could produce a webpage or website with enhanced requirements and therefore use more complex programming language, for an employer rather than their immediate peer group, which would involve testing at various production stages.

Delivering the outcomes holistically

Outcomes can be delivered independently, with each focussed on different types of contexts. This allows the student to demonstrate their ability to, for example, produce a digital project output that is ambitious and aspirational, while applying data analysis skills that are relatively straightforward and routine.

Outcomes can also be delivered together. For example, analysing information and data (LO1) could lead to the production of a digital solution (LO3) such as a webpage, which could incorporate cyber security resilience planning (LO2).

The holistic nature of this approach should ensure that students have the capability to follow the outcomes throughout and ensure that they are not penalised and restricted by any initial ideas to meet early outcomes.

Learning outcome 1

Analyse data to meet the requirements of client briefs.

This outcome focuses on using data analysis techniques. The knowledge is based on the core content of all 3 T Levels.

The outcome provides an opportunity to:

• develop skills in formatting and presenting data securely for analysis, using basic methods
• analyse structured and unstructured data to support a variety of business contexts
• blend data from multiple sources, as directed
• apply ethical principles when manipulating data

The outcome introduces emerging technologies through AI‑supported tools that assist with analysing data, identifying trends and presenting insights.

The data‑related topics from the T Level core were included because providers identified them as areas that level 2 students may find challenging. Introducing these concepts through familiar, straightforward contexts will help students build a secure understanding of fundamental data principles and theories. This approach supports their confidence and prepares them to engage with more complex material as they progress to level 3.

In addition, students will develop the transferable skill of investigating in response to a client brief.  

It is envisaged that students will interact with ‘stakeholders’ to present their analysis. This could be by presenting the issues to employer representatives or non-familiar individuals who are role playing such a group. This is reflected in the oral communication skills included in the content.

Numeracy skills, such as those required to construct tables, charts and graphs will support students in their analysis and interpretation of data when meeting the requirements of client briefs.

Digital skills are developed to support the presentation of data in graphical format, which will be enhanced through the development of communication skills. 

There is an opportunity for providers to identify local employers that have a requirement for data investigation in a range of sectors and functional areas. It is envisaged that students will be provided with a brief. Responding to a client brief will provide a real purpose for an investigation and the problem to be solved. This might be about:

• analysing data for testing a new product
• sizing and understanding new markets
• a dataset of service support issues put forward for resolution
• data about events that have significance for an organisation, such as an unexplained surge in sales

This data might be used to guide business decisions.

It is expected that students will be provided with information and data necessary to undertake the analysis, as the broad purpose of an occupation in data analysis is to source, format and present data securely in a relevant way for analysis.

This outcome also supports the development of study skills that are essential for progression to level 3 technical study. Learners practise:

• interpreting complex information
• synthesising evidence from multiple sources
• presenting findings clearly to an audience

These activities mirror the analytical and investigative approaches required in T Level assessments and employer-set projects. Through responding to client briefs, learners also develop organisational and planning skills. The will learn how to:

• structure an investigation
• manage tasks
• communicate outcomes effectively

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Information and data

This includes:

• sources of data and information used for digital projects: purpose, typical content, typical format, terminology and differences between them
• types of information and data created and recorded when analysing problems
• factors to consider when using information and data: confidentiality, privacy, intellectual property and security
• types of documents used to record primary data
• key elements of data: qualitative, quantitative, primary, secondary, discrete, continuous, structured, unstructured, advantages and disadvantages and suitability for purpose
• client brief: purpose, characteristics, terminology and place

Investigation

This includes:

• data collection: methods, purpose, suitability and types of data
• validity of information and data: accuracy, reliability, currency and bias

Communication

This includes:

• principles of effective communication: 2-way process (send and receive messages), methods (verbal and non-verbal) and styles (formal and informal)
• reading: principles, reading for comprehension, identifying salient points, summarising key points and synthesising information from different sources
• vocabulary: technical and non-technical and 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 how they may be presented
  • 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: in conversation and in discussion

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 application of the 4 operations (addition, multiplication, division and subtraction), working with whole numbers, fractions, decimals and percentages
• visual representation of data: techniques, formats, benefits and limitations

Digital

This includes:

• software: feature, functions, applications for data analysis and production
• management of digital information and data: classification and organisation, naming conventions, storage systems, protection methods, accessibility and formats
• manipulation of digital data: data cleansing, data blending and data merging

Required skills

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

Investigating

Learners should be able to:

• develop 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
• design tests related to search criteria and search queries

Communicating

Learners should be able to:

• synthesise information and data from different sources
• summarise information and data
• apply technical language in relevant contexts
• apply active listening techniques when presenting
• apply oral communication techniques to obtain and clarify information and data
• apply oral communication skills to clearly articulate a message
• apply non-verbal communication techniques to support communication
• engage in discussion, listening to and responding to questions and feedback
• show respect for others’ views and opinions
• apply an inclusive approach to engaging with others
• apply communication techniques to secure audience understanding
• interpret information and data presented in different formats

Numeracy

Learners should be able to:

• construct tables, charts and graphs to present information and data
• apply formula to calculate variance
• apply statistical techniques to calculate common averages and spread

Interpreting data

Learners should be able to:

• 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:

• organise digital information
• store digital information securely
• retrieve digital information
• apply software functions to input and combine text and other source materials
• apply software functions to format cells, rows and columns
• apply software functions to use formulae and tools to summarise and display data
• apply software functions to generate charts and graphs and format documents

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Context

This includes:

• finance
• retail
• education
• health
• media
• manufacturing
• hospitality

Data

This includes:

• data cleansing
• data blending techniques
• merging data

Information and data

This includes:

• sources of data formats: those formats requiring future accessibility, non-proprietary, open, with documented standards, and appropriate formats, image, text, audio and database
• structured: names, dates, addresses, stock information and geolocation
• unstructured: rich media, email, chats and sensor data
• investigation
• purpose of data collection: role in answering questions, making decisions and making predictions about future probabilities and trends
• reliability: social media and academic

Numeracy (statistics)

This includes

• the construction of tables, charts and diagrams (including frequency), and how to interpret them and know their appropriate use, interpretation, analysis and comparisons
• distributions of data sets
• correlation and prediction
• interpolation and extrapolation

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

Examples include:

• complex data analysis methods
• prescriptive analysis
• narrative inquiry
• design characteristics for data collection methods: standardised (survey), narrative (interview) and non-reactive designs
• data gathering research tools (questionnaires, interviews, rating and attitude scales)
• the impact of emerging digital technologies: augmented reality (AR), AI, gaming innovations (high-fidelity graphics and the metaverse, automation) on sourcing, collection, manipulation and presentation of data

Additional level 3 preparation

Additional preparation includes:

• advanced data analysis techniques: pivot tables, multi-variable comparisons and complex dataset interrogation
• identification of causal relationships and justification of analytical conclusions
• evaluation of dataset limitations: reliability, bias and validity of evidence
• structured analytical reporting: organisation and presentation of analytical findings for professional contexts
• iterative analytical approaches: refinement of queries, investigation criteria and analytical methods

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

• focussed
• independent
• perceptive

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 and data presented in different formats

GCSE: speaking and listening and Functional skills: speaking and listening

Learners should be able to:

• apply technical language in relevant contexts
• apply active listening techniques when presenting
• apply oral communication techniques to obtain and clarify information and data
• apply oral communication skills to clearly articulate a message
• apply non-verbal communication techniques to support communication
• engage in discussion, listening to and responding to questions and feedback
• show respect for others’ views and opinions
• apply an inclusive approach to engaging with others
• apply communication techniques to secure audience understanding
• interpret information and data presented in different formats

Numeracy skills

GCSE: statistics and Functional skills: statistics

Learners should be able to:

• construct tables, charts and graphs to present information and data
• apply formula to calculate variance
• apply statistical techniques to calculate common averages and spread
• 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: 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 and GDC: processing and analysing data

Learners should be able to apply software functions to:

• enter and format information and data
• organise digital information
• store digital information securely
• retrieve digital information
• input and combine text and other source materials
• format cells, rows and columns
• use formulae and tools to summarise and display data
• generate charts and graphs, format documents

Learning outcome 2

Plan for cyber security resilience.

This outcome focuses on being able to plan for cyber security resilience. While there are specific occupations and also a T Level occupational specialism that focus on cyber security, this outcome is based on the knowledge in the core content of all 3 digital T Levels. A broad knowledge of security is critical for any occupation in the digital sector.

Key cyber security concepts are included because they reflect real-world issues that learners will encounter in the digital sector. Presenting these ideas through familiar, accessible contexts will help learners build a secure understanding of fundamental principles such as threats, vulnerabilities, risks and protective measures.

The outcome introduces emerging technologies through AI‑supported security tools that assist with monitoring evolving threats and providing alerts. This ensures learners gain the essential grounding and confidence needed to engage successfully with more advanced cyber security content at level 3.

In addition to technical knowledge related to cyber security, learners will also develop the transferable skill of critical thinking needed to plan for cyber security resilience.    

Students will develop written communication skills through carrying out investigations where they will engage with written information to read and interpret and through the production of clear and coherent documentation. Written communication skills will support the development of the use of technical language associated with cyber security and the clear articulation of any planning documentation.

This outcome also develops learners’ study skills by requiring them to:

• interpret technical information
• evaluate sources
• produce structured documentation

These activities help students practise the analytical reading, written communication and evidence-based reasoning that underpin successful level 3 study. By analysing risks and proposing mitigation strategies, learners develop the ability to construct logical arguments and justify decisions, supporting the higher-level thinking required in T Level technical study.

Digital skills that are included enable students to develop the ability to use software intended for protection of assets.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Cyber security

This includes:

• planning: need and stages
• threats: types of threat actors, including accidental, internal, external, malicious and evolving threats
• the use of AI‑generated content: deepfakes, synthetic voices and automated phishing messages.
• vulnerabilities: human, physical, zero-day, system configurations, patch management and legacy platforms
• risk: identification, threat assessment, mitigations and risk reduction and approaches to risk reduction
• motivation: financial, intentional, accidental, challenge, social and political

Communication

This includes:

• principles of effective communication: conventions of different types of written communication and suitability for different purposes and audiences
• reading: principles and reading for comprehension
• spelling, punctuation and grammar (SPaG): punctuation markers, grammatical conventions and spelling of key technical and non-technical terminology
• vocabulary: technical and non-technical and use to achieve particular effects and for different purposes

Digital

This includes:

• software: feature, functions and applications for representation of digital plans
• management of digital information and data: storage systems, accessibility and formats
• protection of personal, organisational and client data:
  • legal framework
  • advanced malware protection
  • application, firewall, endpoint, web, network and email security
  • the use of AI‑supported tools for monitoring and alerting

Required skills

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

Cyber security

Learners should be able to:

• assess cyber security risk
• document cyber security event information while preserving evidence

Critical thinking

Learners should be able to:

• apply effective questioning to elicit information
• evaluate pros and cons of information provided
• apply logic and reasoned argument to information presented
• draw evidence-based conclusions

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 techniques to produce formal reports following standard conventions
• create documents appropriate to purpose and audience
• produce clear and coherent texts
• 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:

• store digital information securely
• apply software functions to present digital plans
• apply software functions to protect data

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Contexts

This includes the types and size of organisations:

• finance
• retail
• telecoms
• health
• media
• manufacturing
• local authorities

Cyber security

This includes:

• need: technology dependence, impact of breaches for individuals and organisations
• stages: identify, protect, detect, respond and recover
• motivation for cyber-crime: nation states, geopolitical, cyber criminals, profit, hacktivists, ideological, terrorist groups, violence, thrill seekers and satisfaction
• threats: phishing, spear phishing, vishing, smishing, shoulder surfing, dumpster diving
• malware: virus, adware, ransomware, trojan, botnet, spyware
• password: brute force and dictionary attack
• vulnerabilities:
  • human, untrained or using clickbait
  • physical: open locks, no guards
  • weak system configurations: using default password on Wi-Fi router
  • lack of patch management: updates

Software

This includes:

• the use of firewalls and anti-malware software

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

Examples include:

• categories of exposures:
  • software misconfiguration
  • sensitive data exposure
  • injection vulnerabilities
  • using components with known vulnerabilities
  • insufficient logging and monitoring
  • broken access control and authentication
  • security misconfiguration
  • incorrect cross-site validation
• vulnerability assessment: components, scope and techniques, impact and vulnerability assessment tools
• threat sources and threat identification and network reconnaissance techniques
• apply procedures and security controls
• disaster prevention and recovery methods

Additional level 3 preparation

Additional preparation includes:

• interpretation of vulnerability assessment outputs and prioritisation of mitigation strategies
• layered security approaches based on defence-in-depth principles
• analysis of real-world cyber incidents and evaluation of organisational responses
• structured cyber security planning documentation aligned with professional practice

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

• professional
• responsible
• integrity

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:

• apply technical language in relevant contexts
• apply written communication techniques to produce formal reports following standard conventions
• create documents appropriate to purpose and audience
• produce clear, coherent texts
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

GCSE: critical reading and comprehension and Functional skills: reading

Learners should be able to:

• synthesise information and data from different sources
• 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:

• store digital information securely

Functional skills: creating and editing

Learners should be able to apply software functions to:

• present digital plans
• protect data

Learning outcome 3

Apply coding skills to produce a digital project output.

This outcome focuses on the practical application of coding skills to produce a digital project output. The knowledge is drawn from the core content shared across all 3 digital T Levels, ensuring learners develop a secure grounding in fundamental computing concepts, digital environments and basic programming techniques.

These topics were identified by providers as areas that level 2 students may find challenging but are essential for progression to level 3 study. Introducing them through familiar, accessible contexts enables learners to grasp key principles and ideas and build on the national curriculum computing programme of study.

The outcome emphasises how digital solutions are planned, created and tested, and how different tools and environments support the development process.

Learners use low‑code and introductory coding platforms, alongside software tools for communication, collaboration and the creation of digital artefacts. This hands‑on experience reflects real‑world digital working practices, helping learners understand how a range of tools contribute to producing a digital project and building the confidence needed to progress to more advanced technical requirements within T Level occupational specialisms.

The inclusion of technological developments and their contribution to sustainability and business contexts reflects the evolving role of the digital sector in reducing environmental impact and supporting efficient, resource‑conscious working practices.

Learners also develop transferable skills such as planning, critical thinking and problem-solving. These skills help them approach new concepts with confidence and prepare them for the iterative, exploratory nature of digital development at level 3.

The outcome also introduces emerging technologies through AI‑supported coding tools that assist with tasks such as generating ideas, suggesting code snippets or identifying errors. This provides learners with safe, practical awareness of how modern development environments use AI to support productivity, without requiring any understanding of how these systems operate.

The project-based nature of this outcome also supports the development of independent learning and study skills. Learners plan their work, monitor their progress and refine solutions through testing and feedback. These processes help learners build the organisational and reflective capabilities required for level 3 study, where learners must:

• manage extended technical tasks
• apply knowledge iteratively to develop and improve solutions

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Program

This includes:

• algorithms: use, interpretation and creation
• program code and constructs: coding logic, data types, structures, input and output and operators and subprograms
• programming approaches: text‑based, block‑based and low‑code environments; suitability for different tasks
• development practices: planning, sequencing, testing and debugging using structured methods
• requirements: definition and design thinking
• AI‑supported coding tools: use for generating ideas, suggesting code snippets, identifying errors

Sustainability

This includes:

• technological developments and their contribution to sustainability and business contexts

Project management

This includes:

• project management lifecycle: terminology, key stages and requirements at each stage
• project planning and monitoring tools and techniques

Information and data

This includes:

• code: types, purpose and basic conventions
• digital design documentation: different types and purposes and conventions

Problem-solve

This includes frameworks, techniques, processes and strategies used to solve problems.

Communication

This includes:

• principles of effective communication: conventions of different types of written communication and suitability for different purposes and audiences
• spelling, punctuation and grammar (SPaG): punctuation markers, grammatical conventions and spelling of key technical and non-technical terminology
• vocabulary: technical and non-technical and use to achieve particular effects and for different purposes
• engaging with an audience: obtaining and clarifying information

Digital

This includes:

• the features, functions, applications for project planning and coding for software

Required skills

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

Programming

Learners should be able to:

• write code for discrete software components, following a logical approach

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

Critical thinking

Learners should be able to:

• apply effective questioning to elicit information
• evaluate pros and cons of information provided
• apply logic and reasoned argument to information presented

Self-managing

Learners should be able to:

• monitor own performance and progress against objectives
• reflect on feedback on own performance
• manage own time in achieving objectives

Self-reflecting

Learners should be able to:

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

Communicating

Learners should be able to:

• apply technical language in relevant contexts
• create documents appropriate to purpose and audience
• produce clear, coherent texts
• 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:

• apply software to produce project planning materials
• use software tools and coding environments to create and test digital solutions

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Contexts

This includes knowledge of the:

• individual
• organisation: type, size and range

Programming

This includes:

• programming languages: JavaScript, HTML and CSS, C# and Python
• requirements definition and design thinking: functional and non-functional requirements such as use cases, storyboards, user stories and performance and accessibility

Tools

This includes:

• hardware: CPU, memory, input and output
• devices and storage, including physical devices: magnetic, optical, solid state and contemporary secondary storage (cloud, network attached storage)
• software: utility software, compression, defragmentation and backing up

Sustainability

This includes:

• sustainable techniques: reuse and repurposing of existing code
• technological developments: AI and automation

Project management

This includes methodology:

• agile (self-organising and cross-functional teams)
• waterfall (designated roles)

Problem-solving

This includes:

• problem types: network and infrastructure, software and application, website and social media
• problem frameworks: structured (gather information, problem identification, potential cause, possible solutions, present solutions, assess options, implement preferred solutions, problem closure)

Digital

This includes:

• the use of software, including applications for collaboration such as discussion threads and document collaboration

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

Examples include:

• critical thinking and decision-making
• the principles of problem analysis
• improving code clarity and readability through naming, layout and commenting
• organising code into reusable components using subprograms or modular blocks
• refining solutions through iterative testing and improvement
• collaborative coding practices; versioning; shared code spaces

Additional level 3 preparation

Additional preparation includes:

• structured programming approaches: modular design and reusable code components
• systematic debugging and testing approaches within development environments
• iterative development cycles aligned with agile development practices
• collaborative coding practices: version control and shared development environments
• structured programming approaches: modular design and reusable code components
• code quality principles: readability, efficiency and improvement of existing code

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

• resilient
• takes initiative
• enthusiastic

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

English skills

GCSE: critical reading and comprehension

Learners should be able to:

• interpret information and data presented in different formats

GCSE: writing and Functional skills: writing

Learners should be able to:

• apply technical language in relevant contexts
• create documents appropriate to purpose and audience
• produce clear, coherent texts
• interpret information and data presented in different formats
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Functional skills: reading

Learners should be able to:

• interpret information and data presented in different formats

Digital skills

Functional skills: creating and editing

Learners should be able to apply software to:

• produce project planning materials
• produce code