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It guides centres using learners’ transition from Functional Skills ICT, outlining internal verification expectations, adaptable assessment brief approaches, and criteria-aligned task design. The resource includes guidance for accessibility, engagement, appropriate demand, and non-prescriptive evidence formats, plus skills and knowledge descriptors and Unit 10 exemplar content covering internet and digital media in the workplace.",{"@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/delivering-ict-through-btec-workskills-assessment-guidance-and-exemplar-material-entry-level-3-level-1-and-2/623470/",{"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/delivering-ict-through-btec-workskills-assessment-guidance-and-exemplar-material-entry-level-3-level-1-and-2/623470.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this guidance document for Pearson centres?","Question",{"text":112,"@type":113},"It supports centres in assessing BTEC WorkSkills Entry 3, Level 1 and Level 2 for Unit 10 and Unit 11, particularly when learners transfer from Functional Skills ICT.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should assignment briefs be used and verified before learners receive them?",{"text":117,"@type":113},"Centres should internally verify assignment briefs, including exemplar assignments, before issuing them, allowing time for amendments based on internal verification feedback.",{"name":119,"@type":110,"acceptedAnswer":120},"What should centres consider when designing assessment tasks?",{"text":121,"@type":113},"Tasks should be accessible and achievable for learners, cover the specification requirements, remain engaging, use relevant employability scenarios, match qualification-level demand, and allow learners to choose appropriate evidence formats.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},623470,1792502308,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Delivering ICT Through BTEC WorkSkills Assessment Guidance and Exemplar Material  \nEntry Level 3, Level 1 and 2  \nIntroduction and Guidance  \nThe purpose of this document is to support Pearson centres with the assessment of the Entry 3, Level 1 and Level 2 WorkSkills qualifications for Unit 10 and Unit 11. It is designed to support learners transferring from Functional Skills ICT to BTEC Workskills.  \nThis resource should be used alongside the published specification available here. The formation provided below provides suggested approaches and are not intended to act as authorised assignment briefs. The specifications are intended to give centres flexibility in their delivery and assessment approaches to enable tasks to be accessible to learners in a variety of learning environments. Therefore, we encourage centres to consider the examples as guides which can be adapted to suit their own needs and not to be considered as a prescriptive requirement.  \nAll assignment briefs must be internally verified (including exemplar assignments) before been issued to learners, there should be sufficient time allowed for this process in case any amendments are required following internal verification feedback. The centre should ensure that the assignment brief details suitable activities and appropriate guidance to enable the learners to fully meet the criteria. Further guidance on the internal verification process is also outlinedon our website.  \nWhen designing your own assessment material, you may wish to use our free assignment checking service or consult with your allocated standard verifier / others. The standard verifier is there to provide advice, guidance and support throughout the academic year and early contact with them to confirm the right procedures and documents are in place is welcomed.  \nWhen writing assignment briefs, centres are asked to consider the following:  \n• The context for assessment is accessible for all learners, including those with additional support needs.  \n• The task/s set are achievable for all learners.  \n• The task/s set cover the assessment requirements as laid out in the specification.  \n• The task/s are interesting and engaging for learners.  \n• The tasks involve scenarios that learners can easily relate to and link with their intended employability route.  \n• The demand and expectations of the task/s set are appropriate to the level of the qualification.  \n• The assessment evidence required is non-prescriptive, allowing learners to choose their own appropriate formats for the purpose of the activity and audience.  \nSkills and Knowledge Descriptors  \n\n| Entry 3 | Level 1 | Level 2 |\n| --- | --- | --- |\n| Has basic knowledge | Has basic factual | Has knowledge and |\n| and understanding to | knowledge of a subject | understanding of facts, |\n| carry out structured | and/or knowledge of | procedures and ideas in |\n| tasks and activities in | facts, procedures and | an area of study or field |\n| familiar contexts; and | ideas to complete well- | of work to complete |\n| knows and understands | defined routine tasks | well-defined tasks and |\n| the steps needed to | and address simple | address straightforward |\n| complete structured | problems; and is aware | problems. Can interpret |\n| tasks and activities in | of aspects of information | relevant information and |\n| \u003Cbr>familiar contexts | \u003Cbr>relevant to the area of study or work. | ideas. Is aware of a range of information that is relevant to the area of study or work. |\n\n| Entry 3 | Level 1 | Level 2 |\n| --- | --- | --- |\n| Carry out structured tasks and activities in familiar contexts. Be aware of the consequences of actions for self and others. | Use basic cognitive and practical skills to complete well-defined routine tasks and procedures. Select and use relevant information. Identify whether actions have been effective. | Select and use relative cognitive and practical skills to complete welldefined, generally routine tasks and address straightfor","cbCaic56JVmavrxm","https://ap.wps.com/l/cbCaic56JVmavrxm","pdf",597718,31,"English","# Introduction and Guidance\n## Skills and Knowledge Descriptors\n## Entry 3\n### Unit 10: Exploring the Use of the Internet and Digital Media in the Workplace\n## Scenario or Context\n## Task 1","[{\"question\":\"What is the purpose of this guidance document for Pearson centres?\",\"answer\":\"It supports centres in assessing BTEC WorkSkills Entry 3, Level 1 and Level 2 for Unit 10 and Unit 11, particularly when learners transfer from Functional Skills ICT.\"},{\"question\":\"How should assignment briefs be used and verified before learners receive them?\",\"answer\":\"Centres should internally verify assignment briefs, including exemplar assignments, before issuing them, allowing time for amendments based on internal verification feedback.\"},{\"question\":\"What should centres consider when designing assessment tasks?\",\"answer\":\"Tasks should be accessible and achievable for learners, cover the specification requirements, remain engaging, use relevant employability scenarios, match qualification-level demand, and allow learners to choose appropriate evidence formats.\"}]","Delivering ICT Through BTEC WorkSkills Assessment Guidance and Exemplar Material - Entry Level 3, Level 1 and 2 | PDF",1792468504,78]