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It uses 2024–2025 learner performance feedback to identify areas where evidence suggests learners found certain assessment aspects more challenging. The report gives clear general expectations for screenshots and evidence handling, then provides task-by-task guidance for Tasks A to E, covering search evidence, email tasks, text and formatting, spreadsheet functions and charts, form completion with images, and folder hierarchy, naming, file creation, plus source relevance and reliability checks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/chair-of-examiners-report-functional-skills-digital-level-1-2024-2025/623156/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/chair-of-examiners-report-functional-skills-digital-level-1-2024-2025/623156.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this Chair of Examiners' Report?","Question",{"text":112,"@type":113},"It supports centres in teaching and delivering Digital Functional Skills at Level 1, ensuring learners are prepared for assessment. It also explains areas where learners struggled and offers advice for support.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What general evidence expectations apply at Level 1?",{"text":117,"@type":113},"Learners should produce clear, legible screenshots showing all required evidence and insert them into relevant documents. They should also save a copy of the completed HTML form in their own evidence folder and check its initial location if centre setup affects it.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of skills are assessed across Tasks A to E?",{"text":121,"@type":113},"Task A focuses on search evidence and email-related evidence, including using email features and composing messages. Task B covers editing and formatting text. Task C covers spreadsheet features, functions, sorting, and chart creation. Task D covers accurate form entry and attaching images from the evidence folder. 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The feedback reflects learner performance during 2024-2025.  \nThis report highlights the areas of assessment where evidence has shown that learners have found some aspects of the assessment more challenging. It is intended to provide advice as to how best to support learners in these areas.  \nGeneral feedback to centres  \nAt Level 1, learners should be able to produce clear and legible screenshots that show all the evidence required – these should be inserted into relevant documents as directed.  \nLearners should be reminded as part of the assessment preparation that a copy of the completed HTML form should be saved in their own evidence folder.  \nNote: centre set up may affect the initial location of the completed HTML so this should be checked prior to any assessment.  \nTask A  \n• Learners should use the Evidence document provided to paste their screenshots.  \n• Screenshots must show clearly the keywords used in the search in the search engine criteria box. Note: the keywords are always included in the task detail.  \n• The website address entered in the table should not be a search engine but the actual URL of the website used to find the information.  \n• Learners should check the criteria in the task to make sure they enter the correct information in the table.  \n• Screenshot(s) for the email task should be clear to read and show the required evidence.  \n• Learners should be able to use the range of email software features as listed in the specification.  \n• Learners should be able to insert a given email address accurately, a relevant subject, add a relevant message and include a suitable greeting and close to their message.  \nTask B  \n• Learners should be able to edit existing text, copy and insert any given text accurately in the correct location.  \n• Learners should be able to format values.  \n• Learners should be able to carry out a range of formatting as listed in the specification and as directed in the task.  \n• Learners should be able to apply specific formatting to both text and images.  \nTask C  \n• Learners should be familiar with spreadsheet software features as listed in the specification.  \n• Learners should be able to format the cells and the contents ofthe cells.  \n• Learners should be aware of syntax conventions when using functions. For example:  \n=SUM(B1:B10), =SUM(B1:H1), =AVERAGE(C5:C11), =AVERAGE(C5:G5)  \n• Learners should be aware that =SUM() is not required for simple calculations where the value in one cell is added to, subtracted from, multiplied by or divided by the value in another. For example: =A3+B3, =A3-B3, =A3*B3, =A3/B3  \n• Learners should be able to replicate formulae and functions to relevant cells as directed in the task and relevant to the context.  \n• Learners should be able to carry out a sort on a single column and maintain the integrity of the data values for all data in the table.  \n• Learners should be able to create a chart using the correct data, add a suitable title, relevant axis labels or legend for a pie chart aswell as displaying data values as directed in the task.  \n• Learners should be able to save the chart on the same worksheet or on a new worksheet as directed.  \nTask D  \n• Learners should be able to copy and insert accurately the given information into the relevant fields on the form. Spelling and case should be as given in the task.  \n• Learners should be able to browse for and locate a specific image within their evidence folder and attach it to the form.  \n• See note above about the completed form.  \nTask E  \n• Learners should be familiar with folder hierarchy conventions.  \n• Le","cbCaipS9lFI4oqRg","https://ap.wps.com/l/cbCaipS9lFI4oqRg","pdf",122915,"English","# Introduction\n# General feedback to centres\n# Task A\n# Task B\n# Task C\n# Task D\n# Task E","[{\"question\":\"What is the purpose of this Chair of Examiners' Report?\",\"answer\":\"It supports centres in teaching and delivering Digital Functional Skills at Level 1, ensuring learners are prepared for assessment. It also explains areas where learners struggled and offers advice for support.\"},{\"question\":\"What general evidence expectations apply at Level 1?\",\"answer\":\"Learners should produce clear, legible screenshots showing all required evidence and insert them into relevant documents. They should also save a copy of the completed HTML form in their own evidence folder and check its initial location if centre setup affects it.\"},{\"question\":\"What types of skills are assessed across Tasks A to E?\",\"answer\":\"Task A focuses on search evidence and email-related evidence, including using email features and composing messages. Task B covers editing and formatting text. Task C covers spreadsheet features, functions, sorting, and chart creation. Task D covers accurate form entry and attaching images from the evidence folder. Task E covers folder hierarchy, naming conventions, file creation, and checking information for relevance, currency, and reliability.\"}]","Chair of Examiners' Report - Functional Skills Digital Level 1 - 2024-2025 | PDF",1792467845,13]