Guidance

National technical outcomes: engineering and manufacturing

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 for engineering products to meet specifications
• learning outcome 2 (LO2): produce sustainable engineered products
• learning outcome 3 (LO3): solve sustainability problems with innovative engineering ideas

Introductory rationale

Preparing students for progression to level 3

These NTOs are designed to support progression to the following T Levels (all introduced from September 2022):

• design and development for engineering and manufacturing
• maintenance, installation and repair for engineering and manufacturing
• engineering, manufacturing, processing and control

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 content of all 3 T Levels in the engineering and manufacturing route. This includes technical knowledge of engineering principles in relation to energy and mechanics, as well as knowledge related to materials and engineering processes.

The outcomes provide opportunities for students to learn about different occupations within the engineering and manufacturing sector. For example, when learning about different engineering processes, such as shaping and manipulation or joining and assembly, the application of these processes across the sector and how they are used in different occupations should be explained to students. 

The outcomes also allow for technical skills development related to all 3 T Levels in the engineering and manufacturing route, such as:

• health and safety
• preparing environments
• marking out

The technical skills in a range of engineering processes, such as removing materials, shaping and manipulating and joining and assembly, are required skills across the engineering and manufacturing sector. As a result, they provide a foundation that supports the content of all occupational specialisms within the 3 T Levels in the engineering and manufacturing route. 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 engineering and manufacturing route.

Learners develop and apply skills in:

• analysing information
• 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 products that students develop ideas for, the products they produce and the sustainability problems they solve will be relatively straightforward and routine, set in contexts that will be familiar to students.

For example, the specification may require students to develop ideas related to a security device in a familiar context, such as for a garden shed, a vehicle or personal alarm. Alternatively, it could be a device for a specific use, such as one that would allow a mobile phone to be attached to a cycle.

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 an engineered product that is more complex, with multi-step processes required.

Delivering the outcomes holistically

Outcomes can be delivered independently, with each focussed on different situations and contexts. This will allow learners to explore different contexts and types of engineered products and solutions. It also supports learners to develop ideas for a product that is ambitious and aspirational but does not then have to be the product they produce for outcome 2.

Learners may also work towards the 3 outcomes in an integrated way. For example, after developing ideas for an engineering product to meet given specifications (LO1), they could then apply their practical skills to produce this engineered product in a sustainable way (LO2). Building on this, learners could use their innovative engineering ideas to address a wider sustainability problem (LO3).

A suitable context might involve designing a piece of solar‑powered camping equipment: students first generate and refine the concept (LO1), then produce the sustainable engineered product (LO2), and finally explain how their innovation could help a campsite operate more sustainably (LO3).

Learning outcome 1

Develop ideas for engineered products to meet specifications.

This outcome focuses on developing ideas for engineering products in order to meet the requirements of given specifications. This emphasises how, across engineering occupations, there is a need to meet requirements set by clients, whether these are individuals or organisations, and to be able to produce technical drawings to convey these ideas. 

The outcome provides an opportunity to develop technical knowledge in relation to engineering principles, engineering processes and engineering materials, all of which underpin design decisions. This technical knowledge is based on knowledge in the core content of all 3 engineering and manufacturing T Levels. This knowledge will then be applied to the design process to enable students to design products that are functional and meet any other requirements of a given specification, such as cost or aesthetics.

The outcome provides an opportunity to develop the transferable skills of analysing and creativity, when considering design. These transferrable skills will support learners’ progression to level 3 study and beyond.

Learners are expected to develop ideas for the product and produce technical drawings to communicate their design ideas. This should include the use of computer-aided design (CAD). These skills will be developed in context, through the application of communication and digital skills. 

Knowledge in relation to maths and the development of numeracy skills will also be required in order to produce technical drawings.

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

Learners strengthen their ability to apply skills in:

• analysing specifications
• interpreting technical information
• generating design ideas informed by engineering principles

Through design and investigation activities, learners strengthen their ability to:

• plan and organise their work
• synthesise information from multiple sources
• communicate ideas using structured technical formats

They also develop skills in evaluating design decisions, justifying choices and refining ideas iteratively in response to feedback. These capabilities reflect the analytical, problem-solving and project-based working practices common in engineering roles and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Engineering principles

This includes:

• energy: forms, difference between potential and kinetic and conversion
• mechanical: power, work and efficiency, velocity and acceleration, units and measurement

Engineering processes

This includes:

• characteristics
• applications
• benefits
• limitations

Materials

This includes:

• materials used in engineering: types, mechanical, electrical and chemical properties and suitability for different processes and applications
• factors affecting choice of materials: cost, availability and form

Information and data

This includes:

• sources of data and information used to produce design solutions: purpose, typical content, format, terminology and differences between sources of data and information
• types of information and data created and recorded when designing engineered products
• factors to consider when using information and data: confidentiality, privacy, intellectual property and security

Communication

This includes:

• sketching techniques: different types, their purpose, and application for presenting design ideas to others
• engineering technical drawings: types, principles, terminology and conventions
• 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 and use to achieve particular effects and for different purposes

Maths

This includes:

• trigonometry: principles, trigonometric functions and use of trigonometry to determine dimensions in 2D and 3D
• geometry: principles, properties of geometric points, lines and angels, Pythagoras’ theorem, and scale factors

Digital

This includes:

• computer-aided design: principles, features, conventions and applications
• the features, functions and applications of software to create computer-aided designs
• management of digital information and data: classification and organisation, naming conventions, storage systems and protection methods, accessibility and formats
• protection of personal, organisational and client 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.

Analysing

Learners should be able to:

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

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
• summarise information and data
• apply technical language in relevant contexts
• 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
• sketch 2D and 3D designs
• interpret information and data presented in different formats

Numeracy

Learners should be able to:

• substitute numerical values into formulae and expressions
• apply scale factors and scale diagrams to engineering designs
• use trigonometry and geometry to create 2D and 3D representations
• apply the properties of angles at a point

Digital

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information
• apply software functions to produce computer-aided designs

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Materials

This includes:

• types of materials: ferrous metals, non-ferrous metals and polymers
• properties of materials:
  • mechanical: tensile strength, sheer strength, compressive strength, malleability or ductility and hardness
  • electrical: conductivity and electrical resistance
  • chemical: resistance to corrosion

Information and data

This includes sources of information used to produce design solutions, such as client requirements in relation to function, performance, cost and aesthetics.

Communication

This includes the types of technical drawings:

• isometric
• orthographic
• schematic diagrams
• working drawings

Digital

This includes knowledge of computer-aided design software, including principles, annotations and symbols.

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

Examples include:

• the range of features incorporated into computer-aided designs when designing engineering solutions
• how the properties of materials contribute to product performance and suitability when designing engineering solutions
• incorporating planned obsolescence when designing engineering solutions
• incorporating the principles of the 6Rs (rethink, refuse, reduce, reuse, recycle and repair) when designing engineering solutions
• advanced design techniques for engineering solutions

Additional level 3 preparation

Additional preparation includes:

• evaluation of material properties and performance requirements
• application of engineering principles to design decision-making
• structured technical documentation and communication of design solutions
• comparative analysis of design options against specifications

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

• empathetic
• integrity

Mapping of opportunities to support students’ development of English, numeracy 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 technical drawings

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

Numeracy skills

GCSE: algebra

Learners should be able to:

• substitute numerical values into formulae and expressions

GCSE: ratio, proportion and rates of change

Learners should be able to:

• apply scale factors and scale diagrams to engineering designs

GCSE: geometry and measures and Functional skills: measures, shape and space

Learners should be able to:

• use principles to create 2D and 3D representations
• apply the properties of angles at a point

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 computer-aided designs

Learning outcome 2

Produce sustainable engineered products.

This outcome focuses on technical, practical and hands-on engineering skills and their application to produce a sustainable engineered product. The technical skills are relevant to a range of occupations related to all 3 of the T Levels in the engineering and manufacturing route.

Learners will have the opportunity to apply technical knowledge of engineering processes through practical application, which will be motivating and engaging and support progression to all 3 T Levels in the route. This outcome will also provide an opportunity to identify potential challenges learners may encounter with the practical aspects of the T Level occupational specialisms. 

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

In addition to the technical engineering skills, the content of this outcome also allows for the development of transferable planning skills, which can be useful not just when working on practical activities, but also when learners are planning their own work and studies.

Learners will need to read and interpret technical information, including technical drawings, and this is reflected in the communication skills. 

It will also be important for learners to consider resource requirements when producing engineered products. As such, numeracy knowledge and skills to calculate these requirements are included in this outcome.

In addition to developing practical engineering skills, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the engineering and manufacturing route.

Learners develop skills in:

• planning and sequencing tasks
• interpreting technical instructions
• applying structured approaches to production processes

Through practical activities, learners strengthen their ability to:

• manage time and resources
• monitor progress
• evaluate the quality and accuracy of their work

They also develop independent learning skills, including:

• reviewing performance
• identifying improvements
• responding constructively to feedback
• reflecting on their learning to improve future performance

These capabilities reflect the organised, methodical and quality-focused working practices common in engineering environments and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Engineering processes

This includes:

• marking out: principles, conventions, processes and tools
• processes: procedures and tools and equipment required

Health and safety

This includes:

• typical health and safety hazards that individuals can create and encounter when producing engineered products
• 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 of hand-held and power tools used to produce engineered products
• characteristics, purpose, safety, security, storage and maintenance and operation of different types of equipment used to apply practical skills to produce engineered products

Materials, products and consumables

This includes:

• characteristics, purpose, applications and quantities of different types of materials, products and consumables used when producing engineered products
• material quantities required to ensure minimum wastage
• factors affecting choice of materials: sustainability, cost, availability, durability, form and suitability for purpose

Quality

This includes the concept of quality:

• principles
• difference between quality control and quality assurance
• standards and application to the production of engineered products

Sustainability

This includes:

• sustainability implications for use of different materials in construction projects
• waste management: principles, techniques (refuse, reduce, reuse, repurpose, recycle) and procedures in place within the sector to manage waste

People (professional behaviours)

This includes:

• definitions
• how behaviours are demonstrated in a practical engineering environment

Information and data

This includes:

• technical drawings: different types and their purpose and conventions
• sources of information required to produce engineered products: purpose, format, terminology and typical content

Communication

This includes the principles of reading:

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

Maths

This includes knowledge of numbers and the number systems, including techniques for the application of the 4 operations (addition, division, multiplication and subtraction).

Required skills

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

Technical engineering

Learners should be able to:

• prepare environments
• mark out required measurements
• remove materials
• shape and manipulate materials
• join and assemble materials
• apply chemical and heat treatments to materials
• surface finish materials
• minimise waste

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 manual handling techniques when lifting, carrying, handling and moving materials, equipment and tools as appropriate

Use of tools and equipment

Learners should be able to apply techniques to use tools and equipment to meet the requirements of a task and situation effectively.

Sustainability

Learners should be able to:

• use materials sustainably when producing an engineered product
• 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

Physical dexterity

Learners should be able to apply precise and controlled movements when using tools, equipment and materials to produce engineered products.

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
• apply situational awareness
• make 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 calculate resource requirements to produce engineered products.

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Engineering processes

This includes:

• material removal (cutting, turning, milling and drilling)
• shaping and manipulation (bending, folding, press forming, punching and stamping)
• joining and assembling (rivets, threaded fastening, soldering, brazing and welding)
• heat and chemical treatment
• surface finishing

Health and safety

This includes:

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

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

Examples include the:

• type of products produced: more complex and multi-step processes required
• factors that can impact on successful completion and quality of an engineered product, including quality of drawings provided for the production process, such as those with missing information and data

Additional level 3 preparation

Additional preparation includes:

• evaluation of engineering processes and production methods
• application of quality assurance and control principles
• assessment of sustainability in engineering production
• structured planning and sequencing of engineering tasks
• professional recording and reporting of production activities

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

• resilience
• self-confidence

Mapping of opportunities to support students’ development of English and numeracy

English skills

For 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

Numeracy skills

Learners should be able to calculate resource requirements to produce engineered products for the following:

• GCSE: number
• GCSE: algebra
• GCSE: ration, proportion and rates of change
• GCSE: geometry and measures
• functional skills: using numbers and the number system
• functional skills: measures, shape and space
• functional skills: solving mathematical problems and decision-making

Learning outcome 3

Solve sustainability problems with innovative engineering ideas.

This outcome focuses on problem-solving through investigation in the context of sustainability, a concept of significant importance to the engineering sector nationally and to the environment. 

The technical knowledge content of this outcome sets the scene in terms of the use of high performance and smart materials in engineering and engineering technologies and processes that could be used to solve sustainability problems. Across the occupational specialisms of the T Levels in engineering and manufacturing, the concepts of sustainability and the use of innovative materials and technologies are embedded.

In order to solve problems, learners will need to develop transferable skills of investigating and creativity and critical thinking skills. This will help them evaluate information and then view solutions from different perspectives, considering alternatives to be able to propose innovative ideas that are sustainable.

Learners will carry out investigations where they will encounter written information to read and interpret. The development of written communication skills will 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 of their ideas in written format making use of digital technology.

It is envisaged that students will interact with ‘clients’ or ‘stakeholders’ to present their innovative engineering ideas. This could be by presenting their ideas to employer representatives or non-familiar individuals who are role playing a group of employers. This is reflected in the communication skills included in the content, which includes oral communication (speaking and listening).

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

Learners develop and apply skills in:

• analysing problems
• interpreting data
• applying engineering principles to generate and evaluate solutions

Through problem-solving activities, learners strengthen their ability to:

• structure their thinking
• justify decisions using evidence
• compare alternative approaches

They also develop metacognitive skills, including reflecting on the effectiveness of solutions and refining their approach.

These capabilities reflect the analytical, innovative and solution-focused working practices common in engineering roles and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Materials used to solve sustainability problems

This includes:

• high-performance materials, characteristics, properties and applications
• smart materials: characteristics, properties and applications

Technologies and processes used to solve sustainability problems

This includes the characteristics and applications of technology and processes.

Sustainability

This includes:

• the concept of climate change and scientific views on causes and impacts
• technological developments and their contribution to sustainability and business contexts
• waste management: principles, techniques (refuse, reduce, reuse, repurpose, recycle), procedures and impact on engineering solutions
• sustainability targets and related actions, restrictions and permission
• sustainable materials: characteristics, purpose, applications and impact on engineering solutions

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

Problem-solving

This includes:

• techniques, processes and strategies used to solve problems

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 and 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:

• the features, functions and applications of software to present ideas
• 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 and its implication for search results
• protection of personal data: risks, software and procedures

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

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 with attention to detail
• apply technical language in relevant contexts
• apply active listening techniques when presenting ideas
• 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 to present ideas

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative example.

Technology and processes used to solve sustainability problems

This includes:

• technologies: 3D printing, surface nanotechnology, optical fibres, robotics and automation
• processes: powder metallurgy, powder mixing and blending, pressing, compacting and sintering

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

Examples include:

• the complexity of sustainability problems
• the impact that factors such as relevance, validity, reliability, bias and currency have on information and data used to solve sustainability problems.
• using teamwork in a virtual environment to solve sustainability problems
• the complexity of the information and data that is used from different sources to solve sustainability issues
• advanced problem-solving approaches in engineering contexts

Additional level 3 preparation

Additional preparation includes:

• evaluation of sustainability solutions and their impact
• application of systems thinking in engineering design
• comparative analysis of alternative engineering solutions
• structured justification of innovative solutions

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

• perceptive
• focussed

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 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

GCSE: critical reading and comprehension

Learners should be able to:

• synthesise information and data from different sources

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 present ideas
• advanced software functions to present ideas