Eight adult skill areas

Full competency breakdown

Open any competency to see what you will be able to do, the skills inside it, real-life situations, and the evidence that shows you can do it. Practice results and trainer verification are evidence of skill, not qualifications.

• C01Understand Simple Spoken InformationCommunication · Stage 1Show detailsHide

  Can identify the main message in short, clear conversations and announcements.

  Learning outcome

  Learner can identify the single most important piece of information from a short, simple spoken message in a familiar context.

  Skills inside this competency

  • Can identify a key word or phrase, such as a time, name, or place.
  • Can understand a single, simple instruction or request in a familiar context.
  • Can recognise the general topic of a short, clear public announcement.
  • Can identify who is speaking in a simple two-person exchange.

  Where you might use it

  • Listening to a public transport announcement for the next station.
  • Hearing a colleague give a simple safety warning like 'Be careful, the floor is wet'.
  • Understanding a recorded phone message stating business opening hours.
  • Hearing one's name called in a medical centre waiting room.

  Evidence that you can do it

  Correctly answering short comprehension questions after a listening task. For practical application, trainer observation of learner's response to a spoken instruction is required; a quiz score alone is insufficient.

• C02Give Basic Spoken InformationCommunication · Stage 1Show detailsHide

  Can communicate straightforward personal, practical or factual information verbally.

  Learning outcome

  Learner can verbally provide essential personal or factual information in response to a direct prompt or question.

  Skills inside this competency

  • Can state one's full name and address clearly.
  • Can give a phone number or other important number accurately.
  • Can answer a direct 'what', 'where', or 'who' question with a short, factual response.
  • Can state a simple need or preference, such as in a retail or food service setting.

  Where you might use it

  • Providing personal details to a receptionist at a clinic.
  • Telling a new colleague your contact number.
  • Answering a supervisor's question like 'What task are you working on?'.
  • Placing a simple order, such as 'One black coffee, please'.

  Evidence that you can do it

  Trainer observation of performance in a simulated practical task. An audio recording of the learner's response can also serve as evidence. A written quiz is not suitable for assessing this spoken skill.

• C03Ask Simple QuestionsCommunication · Stage 1Show detailsHide

  Can ask a short, clear question to get information or help, such as asking for directions, prices or opening times, and understand the reply.

  Learning outcome

  Learner can ask a short, clear question about directions, prices or opening times, or ask for help, and show understanding of the reply by stating the key information or taking the appropriate next step.

  Skills inside this competency

  • Can ask a short, clear question to find out where a place is or how to get there.
  • Can ask how much an item costs or when a place opens or closes.
  • Can use a simple phrase to ask for help with an everyday need.
  • Can pick out the key information in a simple reply, such as a place, direction, price or time.
  • Can show understanding of a reply by stating the information, choosing the correct option or taking the appropriate next step.

  Where you might use it

  • In a large store, asking an employee 'Where are the batteries?'.
  • In a classroom, asking the tutor 'Can you help me, please?'.
  • At a service desk, asking 'Is this the queue for payments?'.
  • At a market, pointing to an item and asking 'How much is this?'.

  Evidence that you can do it

  Trainer observes the learner in short everyday role-plays covering directions, prices, opening times and asking for help. The learner asks a relevant, clear question in each situation and shows understanding of the reply by repeating the key information in their own words, choosing the correct option or following a simple instruction.

• C04Participate in Everyday ConversationsCommunication · Stage 1Show detailsHide

  Can take turns, respond appropriately and maintain a short conversation.

  Learning outcome

  Learner can participate in a short, turn-taking social exchange on a familiar topic using common conversational phrases.

  Skills inside this competency

  • Can use appropriate greetings and farewells for the time of day and context.
  • Can respond to a simple question about oneself, such as 'How are you?'.
  • Can take turns in a short, structured exchange without interrupting.
  • Can signal listening with simple words or gestures, such as 'yes', 'okay', or nodding.

  Where you might use it

  • Greeting a colleague at the start of a shift and exchanging one or two pleasantries.
  • Having a short, simple chat with a neighbour about the weather.
  • Interacting with a cashier during a purchase (e.g., greeting, responding to 'did you find everything?').
  • Participating in a brief 'get to know you' activity at the start of a course.

  Evidence that you can do it

  Trainer observation of a live or recorded interaction in a simulated environment. A checklist for turn-taking, use of greetings/farewells, and appropriate responses is effective.

• C05Listen for Important DetailsCommunication · Stage 2Show detailsHide

  Can identify names, times, actions, instructions and other key information in spoken communication.

  Learning outcome

  Learner can extract and accurately record multiple specific details from a spoken message or follow a short, multi-step instruction.

  Skills inside this competency

  • Can identify and note down specific data like a phone number, date, or address from a spoken message.
  • Can follow a spoken instruction involving two or three distinct steps in sequence.
  • Can distinguish between similar-sounding information, such as 'fifty' and 'fifteen'.
  • Can identify the main action required from a set of verbal instructions from a supervisor or trainer.

  Where you might use it

  • Listening to a voicemail from a supervisor about a change in shift time.
  • Taking down a customer's name and reference number over the phone.
  • Following a colleague's verbal instructions to find a file in a shared computer drive.
  • Noting the time and location for a follow-up health appointment given by a clinic receptionist.

  Evidence that you can do it

  A correctly completed form or note based on a listening task. Trainer observation of the learner correctly completing a multi-step practical task from verbal instructions.

• C06Ask for ClarificationCommunication · Stage 2Show detailsHide

  Can recognise misunderstanding and ask another person to repeat, explain or confirm information.

  Learning outcome

  Learner can identify a gap in their own understanding and use a suitable verbal strategy to ask for clarification, repetition, or confirmation.

  Skills inside this competency

  • Can use phrases to ask someone to repeat information, such as 'Sorry, can you say that again?'.
  • Can ask for the meaning of an unfamiliar word or phrase.
  • Can rephrase or repeat back information to confirm understanding, such as 'So, you mean I should...?'.
  • Can signal non-understanding verbally or non-verbally to pause the speaker.

  Where you might use it

  • During a workplace safety briefing, asking the trainer to explain a technical term.
  • On a phone call with a poor connection, asking the other person to repeat their address.
  • After receiving verbal directions, confirming a key turn: 'So I turn left at the bank, is that right?'.
  • When given a complex task, asking a manager 'Sorry, I didn't understand the last part'.

  Evidence that you can do it

  Trainer observation of the learner's use of clarification strategies in a simulated scenario containing ambiguous or complex information. A multiple-choice quiz is insufficient.

• C07Give Clear Spoken InstructionsCommunication · Stage 2Show detailsHide

  Can explain a straightforward task or process in an understandable sequence.

  Learning outcome

  Learner can verbally describe the steps of a simple, familiar process in a logical order that another person can follow.

  Skills inside this competency

  • Can break a simple process down into a series of logical steps.
  • Can use sequence words to structure instructions, such as 'first', 'next', 'then', 'finally'.
  • Can choose clear, simple verbs to describe each action required.
  • Can ask a simple question to check the listener's understanding.

  Where you might use it

  • Explaining to a new colleague how to use the office coffee machine.
  • Guiding a family member through the steps to connect to a Wi-Fi network.
  • Telling a co-worker the correct, safe way to lift and carry a box.
  • Instructing someone over the phone on how to find a specific item on a website.

  Evidence that you can do it

  Trainer observation of the learner instructing another person (a peer or the trainer) to complete a task successfully. The success of the person being instructed is a key piece of evidence.

• C08Communicate by Telephone or Video CallCommunication · Stage 2Show detailsHide

  Can begin, maintain and close routine remote conversations appropriately.

  Learning outcome

  Learner can manage the basic social and informational conventions of a routine phone or video call, including opening, stating purpose, and closing.

  Skills inside this competency

  • Can use appropriate greetings and introductions for phone or video calls, including stating one's name.
  • Can clearly state the purpose of a call in a single sentence.
  • Can take a simple message for someone else, accurately recording a name, number, and brief message.
  • Can use appropriate phrases to end a call politely and signal its conclusion.

  Where you might use it

  • Calling a child's school to report an absence.
  • Participating in a scheduled video call with a support worker or tutor.
  • Answering the phone at a shared workspace and taking a message for a colleague.
  • Calling a company to inquire about the status of an order.

  Evidence that you can do it

  Trainer observation of performance in a simulated phone or video call. A correctly completed message pad or form based on information taken during the call can also be used as evidence.

• C09Participate in Workplace and Group DiscussionsCommunication · Stage 3Show detailsHide

  Can contribute relevant ideas, listen to others and respond constructively during group communication.

  Learning outcome

  Learner can contribute relevantly and constructively to a group discussion on a familiar topic.

  Skills inside this competency

  • Follow the main points of a group conversation.
  • Share an opinion or idea relevant to the topic.
  • Ask a question to clarify something another person said.
  • Agree or disagree with another person's point respectfully.

  Where you might use it

  • A daily team meeting at work to discuss progress on a shared task.
  • A planning meeting for a local community event or festival.
  • A parent-teacher group discussion about school fundraising.
  • A study group session to review a topic before a test.

  Evidence that you can do it

  Observation of participation in a simulated group discussion. Evidence includes making relevant contributions and responding appropriately to others. A short quiz can check understanding of key concepts.

• C10Give and Receive FeedbackCommunication · Stage 3Show detailsHide

  Can provide specific, respectful feedback and respond constructively to feedback from others.

  Learning outcome

  Learner can give specific, respectful feedback and respond constructively to feedback received in a simulated exchange, including clarification and discussion of a possible next step.

  Skills inside this competency

  • Give respectful feedback about a specific action or piece of work.
  • Explain why the issue matters without making assumptions about the other person's intentions.
  • Listen to or read feedback carefully before responding.
  • Ask questions to clarify feedback and discuss a useful next step.

  Where you might use it

  • Giving feedback to a colleague on their part of a joint presentation.
  • Receiving feedback from a supervisor about a routine task.
  • Explaining a specific concern about work completed by a service provider.
  • Responding to a classmate's comments on a draft piece of writing.

  Evidence that you can do it

  An observed role-play or trainer-verified written exchange in which each learner both gives and receives feedback. Record specific examples, respectful wording, attentive consideration of feedback, a relevant clarifying question and discussion of a possible next step. A self-reflection log may supplement, but not replace, demonstrated performance.

• C11Communicate with Customers or Service ProvidersCommunication · Stage 3Show detailsHide

  Can explain needs, exchange information and resolve routine enquiries appropriately.

  Learning outcome

  Learner can communicate a need or resolve a routine enquiry with a service provider in a simulated context.

  Skills inside this competency

  • Clearly state the purpose of the communication.
  • Provide necessary details, such as an account number or product model.
  • Ask questions to confirm understanding or get more information.
  • Summarise the outcome or next steps at the end of the conversation.

  Where you might use it

  • Calling a utility company to ask about an unusually high bill.
  • Explaining a problem with a faulty product to a shop assistant.
  • Ordering a meal in a restaurant with a specific dietary requirement.
  • Enquiring about course details at a training centre.

  Evidence that you can do it

  Observation of a role-play scenario (e.g., a phone call or face-to-face interaction). Evidence includes clarity of request, provision of relevant information, and understanding the outcome. Product-based evidence could be a completed form or a written email.

• C12Use Appropriate Non-Verbal CommunicationCommunication · Stage 3Show detailsHide

  Can interpret and use eye contact, posture, facial expression, gesture and other non-verbal signals appropriately.

  Learning outcome

  Learner can identify and use appropriate non-verbal signals in a simulated social or workplace interaction.

  Skills inside this competency

  • Interpret common facial expressions and body language in a given context.
  • Maintain appropriate eye contact during a conversation.
  • Use gestures that support or add meaning to spoken words.
  • Adapt posture to suit the situation (e.g., formal vs. informal).

  Where you might use it

  • A job interview.
  • A conversation with a friend who seems upset.
  • Listening to a team leader give instructions.
  • Interacting with a customer at a service desk.

  Evidence that you can do it

  Trainer observation during role-play or group activities. A quiz with images or video clips can assess interpretation skills. Self-reflection on personal non-verbal habits can also be used.

• C13Present Information to a GroupCommunication · Stage 4Show detailsHide

  Can organise and deliver a clear spoken presentation suited to its purpose and audience.

  Learning outcome

  Learner can prepare and deliver a short, structured presentation on a familiar topic to a small group.

  Skills inside this competency

  • Structure information with a clear introduction, body, and conclusion.
  • Select key points relevant to the audience and purpose.
  • Speak clearly at an appropriate pace, using notes as a guide.
  • Use simple visuals or examples to support main points.
  • Answer questions from the audience about the presented information.

  Where you might use it

  • Presenting a brief safety update at a team meeting.
  • Explaining a new process to a small group of colleagues.
  • Sharing the results of a community survey at a local meeting.
  • Giving a short 'show and tell' style presentation in a training course.

  Evidence that you can do it

  Assessment requires the learner to deliver a short presentation. Evidence is the presentation itself, judged against a checklist (e.g., clarity, structure, audience engagement), and the learner's preparation notes.

• C14Participate Effectively in MeetingsCommunication · Stage 4Show detailsHide

  Can prepare for a formal meeting using the agenda, contribute at the right point, follow decisions as they are made and confirm what actions they are responsible for.

  Learning outcome

  Learner can prepare for, contribute to, and identify outcomes from a simulated formal meeting.

  Skills inside this competency

  • Read an agenda and related documents before a meeting to prepare.
  • Take notes on key discussion points and action items.
  • Make contributions that are relevant to the current agenda item.
  • Understand and use basic meeting language (e.g., 'motion', 'action point', 'minutes').

  Where you might use it

  • A formal monthly team meeting with a set agenda and minutes.
  • A committee meeting for a community club or organisation.
  • A case conference with multiple service providers.
  • A project kick-off meeting with clients and stakeholders.

  Evidence that you can do it

  Observation during a simulated formal meeting using an agenda. Evidence includes learner's preparation notes, relevant contributions during the meeting, and a summary of key decisions or personal action items written after.

• C15Manage Difficult ConversationsCommunication · Stage 4Show detailsHide

  Can remain constructive when discussing disagreement, misunderstanding, complaints or sensitive issues.

  Learning outcome

  Learner can apply strategies to manage a difficult conversation constructively in a simulated scenario.

  Skills inside this competency

  • Choose an appropriate time and place for the conversation.
  • Use neutral, non-blaming language to describe the issue.
  • Listen actively to the other person's perspective.
  • Focus on finding a solution or common ground.
  • Know when to pause the conversation if it becomes too heated.

  Where you might use it

  • Addressing a recurring problem with a co-worker's performance on a shared task.
  • Responding to a customer who is angry about a service failure.
  • Discussing a sensitive financial matter with a family member.
  • Raising a concern with a neighbour about noise.

  Evidence that you can do it

  Observation of performance in a challenging role-play scenario. Assessor checklist focuses on use of constructive language, active listening, and de-escalation techniques. A written plan for the conversation could also serve as evidence.

• C16Adapt Communication Across Cultures and ContextsCommunication · Stage 4Show detailsHide

  Can adjust language and interaction style while respecting cultural, social and situational differences.

  Learning outcome

  Learner can identify and demonstrate adaptations to communication style in response to different cultural or social contexts.

  Skills inside this competency

  • Recognise that communication styles (e.g., directness, turn-taking) can vary between cultures.
  • Adjust formality of language and address (e.g., titles, first names) to suit the situation.
  • Observe others' communication styles and adapt own approach when appropriate.
  • Ask for clarification respectfully if a cultural difference causes misunderstanding.

  Where you might use it

  • Working in a multicultural team with different communication norms.
  • Interacting with a customer from a different cultural background.
  • Moving from an informal chat with colleagues to a formal meeting with a manager.
  • Attending a community event hosted by a cultural group different from one's own.

  Evidence that you can do it

  Assessment through scenario analysis and reflective journaling. Observation in a simulated diverse group setting can provide evidence of adaptation. A quiz can check knowledge of key concepts, but observation of behaviour is critical.

• C17Evaluate Spoken Claims and InformationCommunication · Stage 5Show detailsHide

  Can distinguish fact, interpretation, opinion and persuasive techniques in spoken communication.

  Learning outcome

  Learner can analyse a spoken message to identify the main arguments, distinguish facts from opinions, and recognise common persuasive techniques.

  Skills inside this competency

  • Identifies the main points or arguments in a spoken message.
  • Separates verifiable facts from opinions, interpretations, or beliefs.
  • Recognises common persuasive techniques, such as emotional appeals or expert claims.
  • Considers the speaker's purpose and potential bias.

  Where you might use it

  • Listening to a sales presentation for a new phone plan.
  • Watching a political debate on television.
  • Attending a community meeting about a proposed local development.
  • Hearing a manager explain the reasons for a change in workplace policy.

  Evidence that you can do it

  Completion of a scenario analysis activity, identifying facts, opinions, and persuasive language in a provided audio or video clip. Trainer reviews learner's written or spoken analysis; quiz score alone is insufficient.

• C18Negotiate Practical OutcomesCommunication · Stage 5Show detailsHide

  Can explain interests, explore alternatives and work towards an acceptable agreement.

  Learning outcome

  Learner can participate in a negotiation to achieve a mutually acceptable outcome by stating their needs, listening to others, and suggesting compromises.

  Skills inside this competency

  • Prepares for a negotiation by identifying own needs and limits.
  • Clearly states own position and the reasons for it.
  • Actively listens to understand the other party's needs and interests.
  • Proposes and evaluates possible compromises to find a mutually acceptable solution.

  Where you might use it

  • Discussing a flexible work arrangement with a manager.
  • Agreeing on a price with a seller for a second-hand item online.
  • Resolving a disagreement with a neighbour about a shared property boundary.
  • Working with a project team to decide on a fair division of tasks.

  Evidence that you can do it

  Trainer observation of learner performance in a simulated negotiation role-play. This must be supported by a learner's reflective summary of their strategy and the outcome; quiz score alone is insufficient.

• C19Adapt Communication StrategicallyCommunication · Stage 5Show detailsHide

  Can strategically adapt language, detail, tone, channel and approach to audience needs and intended outcomes, monitor audience responses, and revise communication when it is not working.

  Learning outcome

  Learner can create and deliver strategically tailored communications for different audiences, monitor audience responses, and use feedback to justify, implement and check revisions that better support the intended outcome.

  Skills inside this competency

  • Analyses audience knowledge, needs and perspectives in relation to the intended outcome.
  • Selects a communication channel and approach suited to the audience and purpose.
  • Adjusts language, tone, detail and message structure to support the intended outcome.
  • Monitors audience responses and checks understanding to identify where communication is not working.
  • Revises the communication after feedback and justifies the changes using audience needs and the intended outcome.

  Where you might use it

  • Presenting a project proposal to managers and revising it after questions reveal that the benefits are unclear.
  • Explaining a safety procedure to new staff and adapting the explanation after checking their understanding.
  • Handling a sensitive client complaint and changing tone, detail or channel in response to the client's concerns.
  • Notifying residents of a service disruption and revising the notice when feedback reveals that essential information is missing.

  Evidence that you can do it

  Two initial communication products addressing the same purpose for different audiences, with a rationale for their design; trainer-observed or verified delivery or sharing; evidence of audience responses and checks of understanding; and at least one substantive revision addressing feedback that the initial communication was ineffective. The learner must justify the revision and check its effect with the audience. Trainer verification of performance is required; a quiz alone is insufficient.

• C20Facilitate Collaborative CommunicationCommunication · Stage 5Show detailsHide

  Can help a group exchange information, manage different perspectives and reach shared understanding or decisions.

  Learning outcome

  Learner can guide a small group through a discussion by using facilitation techniques to encourage participation, manage the conversation, and move the group towards its goal.

  Skills inside this competency

  • Encourages participation from all group members, including quieter ones.
  • Summarises discussion points to check for shared understanding.
  • Manages disagreements constructively by focusing on ideas, not people.
  • Keeps the group focused on its objective and manages time.

  Where you might use it

  • Leading a short team meeting to plan a weekly schedule.
  • Chairing a tenants' association meeting to decide on using a common area.
  • Guiding a study group to ensure everyone understands a difficult topic.
  • Helping family members discuss and agree on a plan for shared care duties.

  Evidence that you can do it

  Trainer observation of the learner facilitating a small group discussion in a simulated task. Evidence is the learner's use of specific facilitation techniques and the group's ability to progress. Quiz score is insufficient.

• D01Operate Common Digital DevicesEveryday Digital Skills · Stage 1Show detailsHide

  Can perform basic actions on computers, tablets or smartphones, including opening, closing and switching between applications.

  Learning outcome

  Learner can turn a familiar device on and off, use its touch or pointer controls, and open, close and switch between applications.

  Skills inside this competency

  • Turns a device on and off correctly.
  • Uses a finger, mouse or trackpad to point, tap or click on items.
  • Opens an application from the home screen or menu.
  • Switches between two open applications.
  • Closes an open application.

  Where you might use it

  • Turning on a library computer to begin a session.
  • Opening a messaging app on a smartphone to see a new message.
  • Checking the battery level on a tablet before leaving home.
  • Closing a web browser on a work computer at the end of the day.

  Evidence that you can do it

  A trainer directly observes the learner turn on a familiar device, use touch or pointer controls to open two applications, switch from one to the other and back, close the applications, and turn off the device correctly. A quiz alone is not sufficient.

• D02Use Basic Device Controls and SettingsEveryday Digital Skills · Stage 1Show detailsHide

  Can adjust common settings such as sound, display, connectivity and accessibility options.

  Learning outcome

  Learner can adjust volume and screen brightness, turn Wi-Fi on or off, and change a basic accessibility option, such as text size.

  Skills inside this competency

  • Finds and uses physical or on-screen controls to adjust volume.
  • Finds and adjusts screen brightness.
  • Finds Wi-Fi settings and turns Wi-Fi on or off.
  • Finds accessibility settings and changes a basic option, such as text size.

  Where you might use it

  • Turning up the volume on a smartphone to hear a video call.
  • Connecting a tablet to a public Wi-Fi network at a cafe.
  • Making the text larger on a screen using accessibility settings.
  • Dimming a computer screen at the end of the day.

  Evidence that you can do it

  A trainer observes the learner finding the relevant controls and adjusting volume, screen brightness, Wi-Fi and one accessibility option, such as text size. The trainer checks that each requested change takes effect. A quiz alone is insufficient.

• D03Navigate Digital InterfacesEveryday Digital Skills · Stage 1Show detailsHide

  Can use menus, buttons, links, icons, tabs and navigation controls to complete straightforward tasks.

  Learning outcome

  Learner can use common navigational elements like buttons, menus, and links to move through a simple application or website to find information.

  Skills inside this competency

  • Identifies and uses common icons such as home, back, save, and print.
  • Selects hyperlinks in a web page or document to go to a new screen.
  • Opens a drop-down menu to find and select an option.
  • Uses 'back' and 'forward' navigation controls in a web browser.

  Where you might use it

  • Using the 'back' button in a web browser to return to a search results page.
  • Clicking on a headline on a news website to read the full article.
  • Using a file menu in a simple application to find the 'save' option.
  • Finding the 'contact us' page on a company's website using the main menu.

  Evidence that you can do it

  Direct observation of a learner completing a simple 'scavenger hunt' task on a website that requires using menus, buttons and links. Quiz score alone is insufficient.

• D04Enter and Edit Digital InformationEveryday Digital Skills · Stage 1Show detailsHide

  Can type, select, copy, delete and make simple changes to text or other digital content.

  Learning outcome

  Learner can enter text using a keyboard and perform simple edits such as deleting, copying, and pasting.

  Skills inside this competency

  • Uses a keyboard or on-screen keyboard to type letters, numbers, and symbols.
  • Uses backspace and delete keys to remove text.
  • Selects a word or sentence of text.
  • Uses basic 'copy' and 'paste' functions to move text.

  Where you might use it

  • Typing a name and address into an online shopping form.
  • Correcting a spelling mistake in a text message before sending.
  • Copying a booking reference number from an email into a website's check-in field.
  • Deleting an incorrect sentence from a short note to a friend.

  Evidence that you can do it

  Trainer provides a short text with errors. The learner reproduces it correctly in a digital document, demonstrating typing and editing. The final product is the evidence, supported by observation. Quiz score is insufficient.

• D05Create and Access Online AccountsEveryday Digital Skills · Stage 2Show detailsHide

  Can create an account, sign in and sign out while following basic account-security practices.

  Learning outcome

  Learner can create a test account with a password that meets given security criteria, complete verification, sign in without exposing login details, and sign out using the service's sign-out option.

  Skills inside this competency

  • Follows instructions to complete the required fields and create a test account.
  • Sets a password that meets given security criteria and keeps login details private.
  • Completes an account-verification step, such as following a link in a verification email.
  • Signs in with the correct account details and avoids saving the password on a shared device.
  • Uses the service's sign-out option and checks that the account is no longer signed in.

  Where you might use it

  • Setting up a personal email account for the first time.
  • Creating an account on a public library website to borrow e-books.
  • Registering for a new online course portal.
  • Signing up for a customer loyalty program on a retail website.

  Evidence that you can do it

  Trainer observation of the learner creating a test account, setting a password that meets given security criteria, completing verification, signing in, and signing out. The trainer checks that the learner keeps login details private, avoids saving the password on a shared device, and confirms that sign-out is complete. A quiz alone is insufficient.

• D06Manage Files and FoldersEveryday Digital Skills · Stage 2Show detailsHide

  Can create, name, save, locate, organise and delete digital files and folders.

  Learning outcome

  Learner can create and name files and folders, save files in chosen folders, find files and folders, organise them using a simple folder structure, and delete unwanted files and folders.

  Skills inside this competency

  • Creates and names a new file and saves it in a specified folder.
  • Creates and names folders in specified locations.
  • Organises files and folders by moving them into a simple folder structure.
  • Locates a requested file or folder by following the folder structure.
  • Deletes unwanted files and folders and checks where deleted items go.

  Where you might use it

  • Organising photos from a family event into different folders on a computer.
  • Saving a completed job application form into a 'Job Search' folder.
  • Creating folders to organise coursework materials for different subjects.
  • Finding a downloaded utility bill on a device.

  Evidence that you can do it

  Trainer observes the learner create and name a file and folders, save the file in a specified folder, move files and folders into a simple folder structure, locate a requested file and folder, and delete an unwanted file and folder.

• D07Navigate the WebEveryday Digital Skills · Stage 2Show detailsHide

  Can use a browser to open websites, move between pages and complete routine web-based activities.

  Learning outcome

  Learner will be able to independently navigate a multi-page website to complete a routine activity, resolve a simple obstacle and verify the result.

  Skills inside this competency

  • Independently follows a sequence across several web pages to complete a routine activity.
  • Keeps track of relevant details while moving between pages or browser tabs.
  • Uses website controls to select options, enter simple details and review choices before submitting.
  • Recovers from a wrong page or a simple input error and continues the activity.
  • Checks the final page or confirmation message to establish whether the activity is complete.

  Where you might use it

  • Reserving a library item by checking availability, choosing a collection location and reviewing confirmation.
  • Booking a free community session that meets stated day and time requirements.
  • Submitting a simulated local service request by selecting a category, entering fictional details and checking the receipt.
  • Selecting a restaurant collection option, adding items to a simulated order and reviewing the summary without making a payment.

  Evidence that you can do it

  Trainer observation or trainer-verified screen-recorded performance of an independent multi-step task on a safe simulated website. Evidence must show appropriate selection, movement across pages, simple data entry, recovery from an obstacle, review before submission and recognition of completion. Record any assistance; quizzes, information-finding answers or final screenshots alone do not establish competence.

• D08Search for Information OnlineEveryday Digital Skills · Stage 2Show detailsHide

  Can choose useful search terms and locate relevant online information.

  Learning outcome

  Learner will be able to use a search engine with simple search terms to find a specific piece of information.

  Skills inside this competency

  • Opens a search engine website or uses a browser's search bar.
  • Enters simple keywords (search terms) to find information on a topic.
  • Selects a promising link from a list of search results.
  • Identifies the difference between paid advertisements and organic search results.

  Where you might use it

  • Using a search engine to find a recipe for a specific dish.
  • Searching for the schedule for a local bus route.
  • Looking up the definition of an unfamiliar word.
  • Finding out about a local community event.

  Evidence that you can do it

  Learner can find the answer to a specific question using a search engine. Requires observation of the search terms used and the result chosen.

• D09Use Email and Digital MessagingEveryday Digital Skills · Stage 2Show detailsHide

  Can send, receive, reply to and organise routine digital communications and attachments.

  Learning outcome

  Learner can send a clear routine message with an attachment, read and reply to an incoming message, safely open and save an expected attachment, and organise messages and saved files so they can be found again.

  Skills inside this competency

  • Writes and sends a short, clear message to the correct contact with the intended file attached.
  • Checks for incoming messages, opens and reads a routine message, and sends a relevant reply.
  • Opens and saves an expected attachment in a suitable location with a clear file name.
  • Organises routine messages using folders, labels or archive tools and finds a stored message and its saved attachment again.
  • Recognises suspicious links or attachments, leaves them unopened, and reports them or asks for help.

  Where you might use it

  • Emailing a manager to let them know you are sick.
  • Sending photos from a mobile phone to a family member via a messaging app.
  • Replying to an email from a training provider to confirm attendance.
  • Sending a resume file as an attachment for a job application.

  Evidence that you can do it

  Trainer observation or trainer-verified performance in a real or simulated messaging tool shows the learner sending a message with the correct recipient and attachment, receiving and reading an incoming message, sending a relevant reply, opening and saving an expected attachment, and organising messages and saved attachments into suitable folders or categories and finding them again. The learner also demonstrates leaving a suspicious link or attachment unopened and reporting it or asking for help. A quiz alone is insufficient.

• D10Complete Online Forms and ServicesEveryday Digital Skills · Stage 2Show detailsHide

  Can enter information, upload required files and complete routine online transactions or service processes.

  Learning outcome

  Learner will be able to accurately complete a multi-field online form, including uploading a document, to access a service.

  Skills inside this competency

  • Enters text into standard text fields, such as name and address.
  • Selects options from dropdown menus, radio buttons, and checkboxes.
  • Uses a 'browse' or 'upload' button to select and attach a required file.
  • Follows a multi-step process using 'next' and 'submit' buttons.

  Where you might use it

  • Filling in a registration form for a local library card online.
  • Completing an online application for a job.
  • Ordering a product from a retail website by entering delivery details.
  • Using an online service to book a medical appointment.

  Evidence that you can do it

  Successful completion of a simulated online form. Evidence is the submitted form data and the uploaded file. Trainer observation is recommended.

• D11Evaluate Online InformationEveryday Digital Skills · Stage 3Show detailsHide

  Can consider source, purpose, currency, evidence and consistency when deciding whether online information is reliable.

  Learning outcome

  Learner will be able to apply a checklist of criteria (e.g., source, date, purpose) to evaluate the reliability of a given piece of online information.

  Skills inside this competency

  • Identifies the author or organisation responsible for a website or online article.
  • Checks the publication or update date to assess if information is current.
  • Looks for links to original sources or evidence to support claims.
  • Compares information from two or more different sources to check for consistency.
  • Distinguishes between factual information, opinion, and advertising.

  Where you might use it

  • Researching health symptoms online and deciding which sources are trustworthy.
  • Reading a news article and checking other sources to confirm the details.
  • Comparing different product reviews before making an online purchase.
  • Fact-checking a surprising claim seen on a social media post.

  Evidence that you can do it

  Written or verbal analysis of two different websites on the same topic, explaining which is more reliable and why, based on set criteria. A simple quiz score is insufficient.

• D12Create and Edit Digital DocumentsEveryday Digital Skills · Stage 3Show detailsHide

  Can prepare, format, edit and save practical documents using appropriate digital tools.

  Learning outcome

  Learner will be able to create, format, and edit a simple, practical document (e.g., a letter or resume) to a presentable standard.

  Skills inside this competency

  • Creates a new blank document in a word processing application.
  • Applies basic formatting such as bold, bullet points, and headings to improve readability.
  • Uses cut, copy, and paste functions to reorganise text within a document.
  • Uses a spell check tool to identify and correct errors.
  • Saves a document in a suitable format, such as PDF, for sharing.

  Where you might use it

  • Typing up a resume or a cover letter for a job application.
  • Writing a formal letter of complaint to a company.
  • Creating a simple poster for a community event.
  • Taking notes for a course and organising them with headings and bullet points.

  Evidence that you can do it

  A completed digital document produced to meet a specific brief (e.g., 'Create a one-page resume using this information'). Evidence is the product itself, assessed against formatting and content requirements.

• D13Work with Digital Tables and SpreadsheetsEveryday Digital Skills · Stage 3Show detailsHide

  Can enter, organise, format and perform straightforward calculations with tabular digital information.

  Learning outcome

  Learner can create and manage a simple digital table or spreadsheet to organise data and perform basic calculations.

  Skills inside this competency

  • Enter and format data into cells, rows, and columns.
  • Use a simple formula (e.g., SUM, AVERAGE) to calculate a result.
  • Sort data in a table based on a single column.
  • Create a simple chart from data in a table.

  Where you might use it

  • Tracking weekly work hours on a digital timesheet.
  • Creating a simple personal budget to monitor income and spending.
  • Listing a club's members with their contact details and payment status.
  • Compiling temperature readings for a science class experiment.

  Evidence that you can do it

  A completed spreadsheet file demonstrating correct data entry, formatting, sorting, and use of at least one formula. A quiz score alone is insufficient; this requires trainer review of the product.

• D14Create Simple Digital PresentationsEveryday Digital Skills · Stage 3Show detailsHide

  Can organise text, images and other content into a clear sequence for presentation.

  Learning outcome

  Learner can create a short, logically sequenced digital presentation containing text and images.

  Skills inside this competency

  • Create new slides and choose a simple layout.
  • Add and format text, such as titles and bullet points.
  • Insert an image and perform basic adjustments like resizing.
  • Arrange slides into a logical order.

  Where you might use it

  • Preparing a few slides to introduce yourself to a new team at work.
  • Creating a short presentation for a class project on a familiar topic.
  • Putting together a sequence of photos with captions for a family event.
  • Making a brief 'how-to' guide with steps on separate slides.

  Evidence that you can do it

  A presentation file of 3-5 slides with a consistent layout, clear text, and at least one image. A quiz score is insufficient; requires trainer review of the product.

• D15Collaborate Using Digital ToolsEveryday Digital Skills · Stage 3Show detailsHide

  Can participate in shared documents, online meetings, messaging spaces or comparable collaborative environments.

  Learning outcome

  Learner can interact with others in a shared digital environment by contributing content or participating in communication.

  Skills inside this competency

  • Add a comment or suggestion to a shared document.
  • Join an online meeting and use basic controls like mute/unmute.
  • Post a message and reply to others in a shared messaging space.
  • Acknowledge a shared task or update a status in a collaborative tool.

  Where you might use it

  • Contributing ideas to a shared planning document for a community event.
  • Attending a scheduled online team meeting for a work project.
  • Using a group chat application to coordinate schedules with family members.
  • Replying to a tutor's feedback left as comments in a shared assignment file.

  Evidence that you can do it

  Trainer observation of participation in a simulated collaborative task (e.g., an online meeting) and/or a product showing contributions (e.g., comments in a shared document).

• D16Manage Cloud-Based InformationEveryday Digital Skills · Stage 4Show detailsHide

  Can store, synchronise, share and control access to files using cloud-based services.

  Learning outcome

  Learner can independently store, synchronise and share cloud-based files, verify that saved changes appear in another connected location, and manage and revoke access.

  Skills inside this competency

  • Upload a file from a device to cloud storage and confirm it is available.
  • Create a sharing link with permissions appropriate to the intended recipient.
  • Save a change to a cloud-connected file, allow it to synchronise, and verify that the updated version appears on another device or in a separate access location.
  • Change sharing permissions and revoke access to a file or folder.

  Where you might use it

  • Sharing project documents with a colleague using editing permissions, then reducing or revoking access.
  • Updating a project report in a synchronised folder and verifying the saved revision in the browser view of cloud storage.
  • Sending a viewing-only link to a large report instead of an email attachment.
  • Saving a change to a travel itinerary on one device and confirming the updated details on another.

  Evidence that you can do it

  An observed practical task or trainer-verified record must demonstrate upload, synchronisation, sharing and access control. For synchronisation, the learner saves an identifiable change in one connected location and verifies the same change in the file on another device or in a separate access location, without manually transferring a replacement. Supporting evidence should show the source and destination versions, sharing permissions, their subsequent change and final revocation. Screenshots of an unchanged file on two devices or quizzes alone do not meet the requirement.

• D17Protect Personal Information and PrivacyEveryday Digital Skills · Stage 4Show detailsHide

  Can make informed choices about personal data, permissions, sharing, account information and privacy settings.

  Learning outcome

  Learner can evaluate personal-data requests, make informed sharing choices, and independently adjust and verify account privacy settings and app permissions to meet a stated privacy goal.

  Skills inside this competency

  • Adjust and verify privacy settings in a safe simulated account to limit who can see profile information and posts.
  • Decide which personal details are necessary for a service and withhold unnecessary optional information.
  • Choose what is appropriate to share publicly or with a restricted audience, explaining likely privacy consequences.
  • Review, change and verify application permissions to limit access to personal data while retaining needed functions.

  Where you might use it

  • Restricting profile and post visibility in a simulated social account and checking the audience preview.
  • Changing a simulated app's contact and location permissions while preserving a required function.
  • Completing a fictional shopping registration using only necessary information.
  • Selecting fictional profile details that avoid disclosing sensitive information.

  Evidence that you can do it

  Require an observed practical task or trainer-verified before-and-after records from a safe simulated account. The learner must change and save both account visibility settings and app permissions, reopen them to confirm persistence, and check that the outcome meets the stated goal. The trainer must verify that submitted records represent the learner's own work. Include a brief explanation of data-sharing choices and privacy-versus-function trade-offs. Scenario reasoning and reflection may supplement, but cannot replace, practical evidence.

• D18Recognise Digital Scams and Security ThreatsEveryday Digital Skills · Stage 4Show detailsHide

  Can identify suspicious links, messages, requests, websites and common attempts to obtain information or access.

  Learning outcome

  Learner can analyse digital communications and websites to identify potential scams and security threats.

  Skills inside this competency

  • Inspect a link or sender's email address to check for authenticity.
  • Identify common signs of a phishing email or message (e.g., urgency, generic greeting, grammar errors).
  • Recognise indicators of an unsecure website (e.g., no HTTPS, browser warnings).
  • Question unexpected requests for personal information, passwords, or payment.

  Where you might use it

  • Analysing an email that claims to be from a bank asking you to 'verify your account'.
  • Receiving a text message with an unfamiliar link about a 'missed package delivery'.
  • Evaluating a pop-up advertisement that promises a large prize in exchange for personal details.
  • Checking the URL and security status of a website before entering payment information.

  Evidence that you can do it

  Performance on error identification tasks (e.g., highlighting suspicious parts of a fake email) and written explanations of why an item is suspicious. A multiple-choice quiz can supplement, but not replace, this evidence of judgement.

• D19Maintain Basic Digital SecurityEveryday Digital Skills · Stage 4Show detailsHide

  Can maintain basic digital security by protecting credentials, enabling two-factor authentication, installing software updates and backing up important files.

  Learning outcome

  Learner can independently protect account credentials, enable and test two-factor authentication, install software updates, and back up and restore files using routine security practices.

  Skills inside this competency

  • Create and protect a long, unique password or set up a passkey for a practice account.
  • Enable two-factor authentication and verify that it works when signing in to a practice account.
  • Check for and install an available software update on an authorised training device or application.
  • Store practice credentials and account recovery details securely using an appropriate protected storage method.
  • Back up sample files to a separate location and restore a file to check that the backup works.

  Where you might use it

  • Protecting access to a practice email account with unique credentials and two-factor authentication.
  • Checking for and installing a security update on an authorised training device or application.
  • Replacing a reused practice password and storing the new credential and recovery details securely.
  • Backing up sample work files to a separate storage location and restoring a file after simulated loss.

  Evidence that you can do it

  Require an independent practical demonstration, directly observed or verified by a trainer, covering all four areas: creating and securely storing a unique credential or setting up a passkey; enabling two-factor authentication and testing sign-in; checking for, installing and confirming an available update; and backing up sample files and successfully restoring one. Use safe practice accounts and authorised training equipment. Record outcomes without capturing passwords, codes or recovery secrets. Quizzes and isolated password products cannot replace this evidence.

• D20Troubleshoot Common Digital ProblemsEveryday Digital Skills · Stage 4Show detailsHide

  Can identify likely causes and try safe, systematic steps when a device, application, connection or digital process does not work as expected.

  Learning outcome

  Learner can investigate and carry out safe, systematic attempts to resolve common digital problems, evaluate the results and recognise when further help is needed.

  Skills inside this competency

  • Identify symptoms and investigate likely causes of common digital problems
  • Carry out safe, systematic troubleshooting steps on a device or interactive simulation
  • Test after each change and use the results to decide what to try next
  • Find relevant, trustworthy guidance and avoid unsafe fixes
  • Recognise when to stop and explain the problem and attempted fixes when requesting help

  Where you might use it

  • On a practice printer setup, inspect the connection and print queue, perform an appropriate correction and test with a non-sensitive document.
  • When a web page will not load, check connection status, test another page or application and use the results to decide the next safe action.
  • For a frozen application in a controlled environment, consider unsaved work, attempt an appropriate recovery action and check that the application works afterward.
  • For a simulated device fault, search for trustworthy guidance, apply a relevant low-risk step and test the result before continuing or requesting help.

  Evidence that you can do it

  An observation record or trainer-verified performance record from a device or interactive simulation must show the learner investigating symptoms, carrying out safe actions, testing after changes and adapting to the results. Include an instance where the initial action fails to resolve the fault. The learner must verify restored function or explain why they stopped and provide a useful help request. Selecting or sequencing steps and explaining reasoning alone are insufficient.

• D21Manage Digital Identity and FootprintEveryday Digital Skills · Stage 5Show detailsHide

  Can make informed decisions about what they create, share and retain online and consider possible longer-term consequences.

  Learning outcome

  The learner independently reviews proposed and existing online content, decides what to create, share, retain or remove, and carries out appropriate changes. They explain how their choices support current needs while accounting for future audiences, reputation and the limits of removing content once it has been shared.

  Skills inside this competency

  • Evaluate whether and how to create online content by considering its purpose, audience and possible future effects.
  • Decide what to share, with whom and under which privacy settings, recognising that others may copy or redistribute it.
  • Review existing online content and decide what to retain, update or remove based on its continuing value, sensitivity and possible longer-term consequences.
  • Carry out and check content and privacy changes, recognising the limits of controlling or deleting information already shared.
  • Explain and revisit decisions as personal or professional needs, audiences and circumstances change.

  Where you might use it

  • Reviewing and adjusting social media privacy settings before applying for a job
  • Deciding what personal information to include on a public professional networking profile
  • Considering the future impact of sharing photos of family members online
  • Responding to a request from a service to share personal data with third parties

  Evidence that you can do it

  Trainer-observed or trainer-verified practical work using a simulated account or learner-selected content. The learner reviews proposed and existing content, records reasoned decisions about creating, sharing, retaining and removing it, and demonstrates the resulting edits, audience settings, retention choices and removals. Their explanation considers possible longer-term effects and recognises that copies may remain after deletion. A case study, reflection or quiz alone is insufficient.

• D22Understand the Role and Limits of AI ToolsEveryday Digital Skills · Stage 5Show detailsHide

  Can explain common uses and limitations of generative and automated AI systems, including the possibility of inaccurate or biased outputs.

  Learning outcome

  The learner can articulate the basic function of common AI tools and explain the critical need to evaluate their outputs for accuracy and bias.

  Skills inside this competency

  • Describe in simple terms how generative AI creates text or images
  • Identify common sources of bias in AI-generated content
  • Explain why AI-generated information must be verified with reliable sources
  • Distinguish between tasks suitable for AI assistance and those requiring human judgement

  Where you might use it

  • Discussing a news article about an AI-generated image that was mistaken for real
  • Evaluating whether to use an AI chatbot for complex customer service help
  • Explaining to a colleague why an AI's summary of a meeting must be checked against the recording
  • Considering the ethical implications of using AI to generate student essays

  Evidence that you can do it

  A short written or verbal explanation of how a specific AI tool works and its potential flaws. Analysis of an AI-generated text, identifying potential inaccuracies or biases. A quiz score alone is insufficient as evidence of conceptual understanding.

• D23Use AI Tools Purposefully and CriticallyEveryday Digital Skills · Stage 5Show detailsHide

  Can give clear instructions to an AI tool, assess its output, verify important information and improve results through appropriate follow-up.

  Learning outcome

  The learner can independently use an AI tool for a defined task, judge whether its output is accurate and suitable, check important information against reliable external sources, and improve the result through targeted follow-up instructions.

  Skills inside this competency

  • Give clear instructions that explain the task, relevant context, constraints and required format.
  • Assess AI output for accuracy, relevance, completeness and suitable tone.
  • Identify important information and verify it against reliable sources outside the AI tool, noting contradictions or uncertainty.
  • Use targeted follow-up instructions to address weaknesses and incorporate verified information.
  • Check the revised result against the task requirements and flag any remaining uncertainty.

  Where you might use it

  • Using an AI tool to brainstorm ideas for a work project, then refining the list
  • Drafting an email to a manager with an AI assistant and then editing it for tone and accuracy
  • Checking facts provided by an AI for a research task using a search engine and official websites
  • Generating a summary of a long report with AI, then checking it against the original document for key omissions

  Evidence that you can do it

  A trainer-observed or trainer-verified practical task showing the learner's initial instructions, AI output, assessment of that output, and follow-up instructions with the resulting changes. The learner identifies important information to check, records the external sources used and what they confirm or contradict, and shows how these checks informed the final result. The final result meets the task requirements and flags any important information that remains uncertain. A quiz alone is insufficient.

• D24Use Digital and AI Tools ResponsiblyEveryday Digital Skills · Stage 5Show detailsHide

  Can decide whether and how to use a digital or AI tool for a task, checking its output for accuracy, protecting personal information, crediting sources and considering effects on other people.

  Learning outcome

  The learner can independently choose to use, limit or avoid a digital or AI tool for a task and explain why. When using a tool, they check and correct its output, protect personal information, acknowledge sources and AI assistance, and adjust their approach to reduce unfairness, harm or barriers for others.

  Skills inside this competency

  • Compare the task requirements with tool capabilities, limitations and risks to decide whether and how to use a digital or AI tool.
  • Check important claims and results using reliable sources or independent checks, correcting errors and flagging unresolved uncertainty before use.
  • Protect personal information by limiting what is shared and checking relevant privacy settings and data handling practices.
  • Credit sources and identify AI assistance so others can tell where information and content came from.
  • Assess likely effects on other people, including bias, unfairness and accessibility barriers, and change the tool or approach to reduce harm.

  Where you might use it

  • Deciding whether to adopt an AI-powered hiring tool that may be biased against certain groups
  • Choosing a project management tool by comparing its data security policies and accessibility features
  • Properly citing an AI's contribution in a report for work or a school assignment
  • Weighing the convenience of a free app against its policy of collecting and selling user data

  Evidence that you can do it

  An observed task or trainer-verified record of completed work showing the learner comparing options, including not using a tool, and explaining their choice. The learner demonstrates safe handling of personal information, checks important claims or results against reliable sources or independent checks, corrects errors or flags uncertainty, and credits sources and AI assistance. Their work and explanation show how they considered fairness, accessibility and other effects on people and adjusted their approach where needed. A scenario analysis, reflection or quiz alone is insufficient.

• L01Identify a Personal Learning GoalLearning & Adaptability · Stage 1Show detailsHide

  Can describe something they want or need to learn and explain why it matters.

  Learning outcome

  The learner can state a specific personal learning goal and give a simple reason why it is important to them.

  Skills inside this competency

  • State something specific they want to learn how to do
  • Connect the learning goal to a personal or work reason
  • Use a simple 'I want to learn...' or 'I need to...' statement
  • Point to or name a task they wish to be able to complete

  Where you might use it

  • Wanting to learn to use a cash register at a new job
  • Needing to learn how to read a bus timetable to get to appointments
  • Expressing a desire to help a child with their reading homework
  • Deciding to learn basic cooking skills to live more independently

  Evidence that you can do it

  A completed sentence starter (e.g., 'I want to learn to... because...'). A verbal statement to a trainer or in a small group. Evidence is the learner's own product; a quiz is not appropriate.

• L02Recognise Existing StrengthsLearning & Adaptability · Stage 1Show detailsHide

  Can identify skills, knowledge and experience that may support new learning.

  Learning outcome

  The learner can identify at least one personal strength or existing skill and connect it to a new learning situation.

  Skills inside this competency

  • Name or list things they are already good at, in or out of work
  • Connect a past experience to a current learning need
  • Use simple 'I am good at...' or 'I can already...' statements
  • Identify a personal quality that helps them (e.g., 'I am patient')

  Where you might use it

  • Realising that being a good listener with friends will help in a customer service course
  • Connecting experience from a hobby like fishing to learning about workplace safety rules
  • Identifying that being organised at home can help with managing study time
  • Recognising that being patient with their children can be a strength in a team project

  Evidence that you can do it

  A completed self-assessment checklist or a simple mind map. Verbal or written statements connecting a strength to a learning goal. Evidence is the learner's own product; a quiz is not appropriate.

• L03Identify Learning NeedsLearning & Adaptability · Stage 1Show detailsHide

  Can recognise what they find difficult in a task and say what kind of help, practice or information would help them improve.

  Learning outcome

  The learner can name a part of a task they find difficult and state a relevant kind of help, practice or information they need to improve.

  Skills inside this competency

  • Recognise which parts of a task they can do and which they find difficult
  • Describe a specific difficulty using simple words
  • Say what kind of help or explanation would make the difficult part clearer
  • Say what they need to practise or what information they need to improve

  Where you might use it

  • Wanting to use a cash register (the goal) and identifying they don't know how to process a refund (the need)
  • Needing to read a bus timetable (goal) and realising they do not understand the 24-hour clock (need)
  • Wanting to help a child with homework (goal) and admitting they have forgotten multiplication tables (need)
  • Trying to assemble furniture (goal) and identifying they do not understand a specific diagram in the instructions (need)

  Evidence that you can do it

  During or after a task attempt, the learner says or writes which part they found difficult and what help, practice or information would help them improve. A trainer observes the attempt or checks the learner's work and verifies that the response relates to the difficulty shown. Simple prompts may be used, but the learner identifies the difficulty and the support needed in their own words.

• L04Follow a Simple Learning PlanLearning & Adaptability · Stage 1Show detailsHide

  Can complete planned learning activities and keep track of straightforward requirements.

  Learning outcome

  The learner can follow a provided, simple and clear learning plan to complete a series of required activities in sequence.

  Skills inside this competency

  • Follow a sequence of numbered steps in a task
  • Use a simple checklist to track completed activities
  • Attend scheduled classes or training appointments
  • Find and use the correct, clearly provided learning materials

  Where you might use it

  • Following the steps 1, 2, and 3 in a workbook for a food safety course
  • Using a weekly picture timetable to know which class to attend each day
  • Completing a set of online practice questions as directed by a trainer
  • Bringing the correct equipment to a practical workshop as listed on a simple note

  Evidence that you can do it

  Completed workbook pages or practice sheets in the correct order. A ticked-off checklist of tasks. Trainer observation of the learner following procedural instructions. Attendance record.

• L05Select Useful Learning ResourcesLearning & Adaptability · Stage 2Show detailsHide

  Can choose suitable people, materials, tools or activities to support a learning goal.

  Learning outcome

  The learner will be able to select a suitable resource from a limited range of options to help them achieve a specific, given learning goal.

  Skills inside this competency

  • Identifies a potential source of help (person, place, or thing).
  • Matches a resource to a simple, stated learning need.
  • Asks a simple question to check if a resource is suitable.
  • Follows a direct recommendation for a useful resource from a trusted source.

  Where you might use it

  • Choosing an online video to learn how to fix a leaky tap.
  • Asking a more experienced colleague which computer program is best for making a simple poster.
  • Selecting a book from a library display about healthy eating.
  • Deciding to attend a free workshop on writing a job application.

  Evidence that you can do it

  Evidence includes completed matching activities, correct choices in scenarios, and trainer observation of the learner selecting a resource for a practical task. A quiz score alone is insufficient.

• L06Ask for Learning SupportLearning & Adaptability · Stage 2Show detailsHide

  Can recognise when assistance is needed and ask an appropriate person or service for help.

  Learning outcome

  The learner will be able to request help in a direct and appropriate way when faced with a barrier in a familiar learning task.

  Skills inside this competency

  • Identifies the point in a task where they are stuck or confused.
  • Names a person or place they could go to for help (e.g., trainer, supervisor, library desk).
  • Uses a simple, direct phrase or question to ask for assistance.
  • Listens to the help or instructions provided.

  Where you might use it

  • Telling a trainer, 'I don't understand question 3'.
  • Asking a supervisor, 'Can you show me how to use the scanner again?'.
  • Approaching a service desk to ask where to find information about bus timetables.
  • Asking a classmate for help spelling a word.

  Evidence that you can do it

  Evidence consists of trainer observation of the learner asking for help during a task, or a recorded response in a simulated scenario. A simple quiz is not suitable.

• L07Use Basic Learning StrategiesLearning & Adaptability · Stage 2Show detailsHide

  Can use strategies such as note-taking, repetition, demonstration, examples and practice to support understanding.

  Learning outcome

  The learner will be able to apply a given, simple strategy (e.g., copying, repetition) to help them learn a piece of information or a new skill.

  Skills inside this competency

  • Copies key words, numbers, or simple diagrams to remember them.
  • Practises a new physical or mental skill more than once.
  • Follows a step-by-step demonstration from a trainer or video.
  • Looks at a completed example to understand how to do a task.

  Where you might use it

  • Writing down a phone number or appointment time given verbally.
  • Practising tying a specific knot after being shown how.
  • Using a worked example in a maths textbook to solve a similar problem.
  • Repeating a new word aloud to learn its pronunciation from a language app.

  Evidence that you can do it

  Evidence includes the learner's notes, a successfully completed practice task, or trainer observation of the learner using a strategy. Requires observation of process, not just outcome.

• L08Establish Productive Learning RoutinesLearning & Adaptability · Stage 2Show detailsHide

  Can organise regular time, resources and a suitable place for learning, and follow a simple learning routine over at least three weeks, with support when needed.

  Learning outcome

  The learner will be able to plan regular learning times, a suitable place and necessary resources, then participate in the agreed recurring sessions over at least three weeks, recording participation and making supported adjustments when needed.

  Skills inside this competency

  • Chooses regular learning times that fit their week.
  • Prepares a suitable learning space and gathers the materials needed.
  • Uses a calendar, alarm or other simple reminder for learning sessions.
  • Takes part in planned learning sessions over at least three weeks and keeps a simple record.
  • Reviews the record with a trainer and adjusts missed or impractical sessions with support.

  Where you might use it

  • Practising for a driving theory test at agreed weekly times for at least three weeks.
  • Using a calendar reminder to attend a weekly class and recording attendance and learning activity.
  • Preparing the kitchen table and materials for short learning sessions after dinner over several weeks.
  • Packing learning materials for regular library sessions and reviewing the session record with a trainer.

  Evidence that you can do it

  A completed plan and a dated session log covering at least three weeks, showing repeated participation at the agreed frequency and any missed or rescheduled sessions. Trainer follow-up notes must verify participation using observed learning activity or dated work reviewed with the learner, not merely confirm that the plan seems realistic. Assess sustained participation across the period, allowing occasional missed sessions where the learner resumes the routine with support; planning alone does not meet the outcome.

• L09Use Feedback to ImproveLearning & Adaptability · Stage 3Show detailsHide

  Can identify useful information from feedback and apply it to improve subsequent performance.

  Learning outcome

  The learner will be able to make a specific, positive change to their work in response to direct, constructive feedback.

  Skills inside this competency

  • Listens to or reads feedback about their work.
  • Asks a simple question to clarify feedback that is unclear.
  • Identifies one specific action to take based on the feedback.
  • Attempts the same or a similar task again, applying the suggested improvement.

  Where you might use it

  • Rewriting a sentence in a work email after a supervisor points out it is unclear.
  • Adjusting how they hold a tool after an instructor gives advice on safety.
  • Using a spell-checker to correct errors marked in a draft document.
  • Practising a calculation method again after a tutor marks an answer as incorrect and explains why.

  Evidence that you can do it

  Evidence requires a 'before and after' comparison of learner work, showing a clear change based on feedback. Trainer observation of the learner's response and subsequent action is critical.

• L10Monitor Learning ProgressLearning & Adaptability · Stage 3Show detailsHide

  Can compare current performance with an intended learning goal and recognise progress or gaps.

  Learning outcome

  The learner will be able to use a simple tool to identify which parts of a learning goal have been met and which are still outstanding.

  Skills inside this competency

  • Reviews a personal learning plan or a list of learning goals.
  • Uses a simple checklist or log to track completed tasks or topics.
  • Compares their own work against a provided example or quality standard.
  • Identifies what they can do now that they could not do before.

  Where you might use it

  • Ticking off topics covered in a course outline to see what is left to study.
  • Comparing a newly-filled form with a correct example to check for errors.
  • Looking at a portfolio of work from the start to the end of a course to see improvement.
  • Completing a 'can-do' statement checklist before and after a module.

  Evidence that you can do it

  Evidence includes a completed progress log, checklist, or a short reflective statement that accurately identifies progress against a goal. Requires a product, not just a quiz score.

• L11Reflect on Learning ExperiencesLearning & Adaptability · Stage 3Show detailsHide

  Can identify what worked, what was difficult and what could be approached differently next time.

  Learning outcome

  The learner will be able to complete a simple reflection on a learning activity, identifying one strength, one challenge, and one future action.

  Skills inside this competency

  • Describes the steps taken during a recent learning activity.
  • Identifies a specific part of an activity that felt easy or successful.
  • Identifies a specific part of an activity that was challenging or confusing.
  • Suggests one thing they could do differently in a similar future task.

  Where you might use it

  • After a difficult phone call, thinking 'I should learn the words for...' to prepare for next time.
  • Realising that studying with the TV on was distracting and deciding to work in a quiet room instead.
  • After building a flat-pack item, thinking 'Next time I will read all the instructions first'.
  • Recognising that asking for help early made a task easier to complete.

  Evidence that you can do it

  Evidence is a completed reflective worksheet or a structured verbal reflection recorded by the trainer. This cannot be assessed with a quiz; it requires a personal response.

• L12Manage Time and Competing PrioritiesLearning & Adaptability · Stage 3Show detailsHide

  Can organise learning activities alongside work, family or other responsibilities.

  Learning outcome

  The learner will be able to create a weekly schedule that realistically incorporates specific learning tasks alongside existing work and personal commitments.

  Skills inside this competency

  • Lists their main commitments (e.g., work, family, study, appointments).
  • Identifies potential time conflicts or particularly busy periods in a week.
  • Makes realistic choices about how much time can be dedicated to learning.
  • Plans learning tasks around other fixed responsibilities.

  Where you might use it

  • Scheduling study time for a course around children's school hours and a part-time job.
  • Deciding to postpone a social event to complete an urgent assignment before its deadline.
  • Looking at a weekly calendar to find two one-hour slots to visit the library.
  • Waking up an hour earlier than usual to study before the rest of the family is awake.

  Evidence that you can do it

  Evidence is a completed weekly plan or schedule that resolves potential conflicts, and a short justification for the choices made. Trainer discussion to assess realism is essential.

• L13Adapt Learning StrategiesLearning & Adaptability · Stage 4Show detailsHide

  Can change learning methods when the current approach is not producing the desired result.

  Learning outcome

  The learner can identify when learning has stalled, select and trial an appropriate alternative method, and use evidence of results to decide whether to retain or adjust it.

  Skills inside this competency

  • Recognises that a current learning method is not helping achieve a specific learning goal, using evidence from their work.
  • Selects an alternative method and explains why it suits the task and the difficulty encountered.
  • Trials the alternative method on an actual learning task and records what they did.
  • Compares results before and after the trial and decides whether to retain, adjust or replace the method.

  Where you might use it

  • Replacing repeated rereading with recall practice and comparing performance on equivalent study tasks.
  • Learning a workplace software task by switching from a fast tutorial to step-by-step practice and comparing task completion.
  • Learning an assembly procedure by switching from diagrams alone to a demonstration, then attempting the procedure.
  • Switching from solitary vocabulary review to conversation practice and comparing performance on similar speaking tasks.

  Evidence that you can do it

  Require an initial learning output or trainer-recorded performance, evidence of an actual alternative-strategy trial through learning outputs showing its use or trainer observation, and a written or spoken reflection comparing results against the learning goal. The learner must explain whether the method helped and identify a next step. Hypothetical scenario analysis, a quiz score or unsupported reflection alone cannot demonstrate this competency.

• L14Transfer Learning to New SituationsLearning & Adaptability · Stage 4Show detailsHide

  Can recognise how previously learned knowledge or skills can help address a new task or context.

  Learning outcome

  The learner can independently identify relevant prior learning, adapt it to a new context, apply it in a practical task and check whether the result meets the task requirements.

  Skills inside this competency

  • Identifies relevant connections between a familiar task and a new situation
  • Adapts a previously learned skill or process to meet the demands of the new task
  • Carries out the adapted approach in the new context
  • Checks the result and adjusts the approach where needed
  • Explains what was transferred, what changed and how it helped

  Where you might use it

  • Adapt a personal budgeting spreadsheet approach to build a project timeline with dates, dependencies and progress checks.
  • Adapt experience of helping customers to demonstrate handling visitor enquiries in a simulated community reception setting.
  • Adapt a recipe-based preparation and checking process to assemble a simple storage unit, accounting for different materials and instructions.
  • Adapt a method used to organise personal files to create and test a shared document system for a community group.

  Evidence that you can do it

  Require an observed practical task or a trainer-verified portfolio demonstrating transfer to a meaningfully different context. Evidence must show the prior skill, the new task requirements, the learner's adaptations, actual application and a check of the result. Portfolio evidence may include drafts, process records and completed work, with trainer verification of the learner's contribution. A brief reflection explains the transfer but is not sufficient on its own; quizzes or hypothetical explanations cannot establish competence.

• L15Respond Constructively to ChangeLearning & Adaptability · Stage 4Show detailsHide

  Can identify new skill requirements and take practical steps when technology, responsibilities or circumstances change.

  Learning outcome

  The learner can identify the impact of a change on their tasks, recognise the skills or knowledge they need, and take practical steps to learn and apply them.

  Skills inside this competency

  • Identifies how a change in technology, responsibilities or circumstances affects personal tasks
  • Determines the new skills or knowledge needed and compares them with current abilities
  • Chooses suitable learning or support options and makes a short, practical adaptation plan
  • Carries out a planned step to gain the required skills or knowledge
  • Applies the new skills or knowledge to a task affected by the change

  Where you might use it

  • A workplace introduces a new online system for booking leave and managing timesheets.
  • Local council recycling rules change, requiring a new sorting process for household waste.
  • A key team member leaves work, and their most urgent responsibilities are temporarily shared among remaining staff.
  • A bus route is cancelled, requiring planning a new way to get to work or appointments.

  Evidence that you can do it

  A short written or spoken explanation of the change, its impact and the learner's skill needs, supported by a practical adaptation plan. Observation or trainer-verified records must show the learner carrying out a learning or practice step and using the new skill or knowledge in an affected task, in a real or simulated setting.

• L16Direct Personal Learning IndependentlyLearning & Adaptability · Stage 5Show detailsHide

  Can work out what they need to learn when facing an unfamiliar or changing situation, find and judge suitable resources, and manage their own learning so they can apply it successfully.

  Learning outcome

  The learner can define a complex personal learning goal, develop and execute a self-directed learning plan using critically evaluated resources, and assess their own achievement against self-determined criteria.

  Skills inside this competency

  • Formulates a precise learning goal from an ambiguous problem or opportunity
  • Identifies and critically evaluates the credibility and suitability of different learning resources
  • Designs and manages a personal learning plan with limited external structure
  • Establishes personal methods for tracking progress and judging success without formal criteria

  Where you might use it

  • Researching and learning new investment strategies to manage a personal retirement fund.
  • Learning a new programming language for a career change, using only online documentation and community forums.
  • Independently mastering advanced features of a software application to solve a unique business problem.
  • Developing expertise in a complex topic, such as local environmental policy, to participate in community advocacy.

  Evidence that you can do it

  A portfolio documenting a self-directed learning project, including the goal, resource evaluation, process, and a reflective summary of outcomes. This cannot be assessed with a simple quiz.

• L17Build an Ongoing Development PlanLearning & Adaptability · Stage 5Show detailsHide

  Can identify future learning priorities and establish realistic actions for continuing personal or professional development.

  Learning outcome

  The learner can produce a coherent, long-term personal or professional development plan that identifies future goals, required learning, realistic action steps, and milestones.

  Skills inside this competency

  • Identify interests and strengths
  • Research options
  • Create a step-by-step plan

  Where you might use it

  • Creating a five-year career plan to transition from a technical role to a management position.
  • Planning the steps to start a small business, including identifying necessary financial, legal, and marketing skills.
  • Developing a personal learning plan to stay current with technological advances in a rapidly changing industry.
  • Mapping out the educational and practical requirements to gain a professional accreditation over several years.

  Evidence that you can do it

  The documented development plan itself is the primary evidence, assessed for coherence, realism, and strategic thinking. Trainer observation is not required.

• L18Demonstrate and Explain Learning ProgressLearning & Adaptability · Stage 5Show detailsHide

  Can choose examples of their own work that show how their skills have developed, explain what they learned and describe how they will use it, for example in a job interview or review.

  Learning outcome

  The learner independently selects relevant examples of their own work, uses them to explain how their skills have improved, and describes specific ways they will apply what they learned.

  Skills inside this competency

  • Selects examples of their own work that show progress in a skill.
  • Uses the examples to explain what they can do now compared with before.
  • Explains what they learned while developing the skill.
  • Describes specific ways they will use the learning in future tasks or work.
  • Presents their examples and explanation clearly for a job interview or review.

  Where you might use it

  • Presenting a portfolio of work to a potential employer or for a promotion review.
  • Writing a reflective summary for a formal course or professional accreditation submission.
  • Explaining to a manager how skills gained on a recent project can be used to improve another business process.
  • Making a case to a client about how your recently developed expertise can solve their problem.

  Evidence that you can do it

  A trainer-observed presentation or simulated job interview or review in which the learner shares selected examples of their own work, explains how the examples show skill development, describes what they learned, and gives specific examples of how they will use it. The trainer checks that the work is the learner's own and supports the progress described.

• N01Recognise and Use Everyday NumbersEveryday Numeracy · Stage 1Show detailsHide

  Can identify, read, write and use numbers commonly encountered in daily life.

  Learning outcome

  The learner can read and write everyday whole numbers from 0 to 999, find numbers in familiar sequences, and accurately count a small set of physical objects.

  Skills inside this competency

  • Reads one-, two-, and three-digit whole numbers on everyday signs, labels, and screens
  • Writes familiar whole numbers from dictation
  • Counts a small set of objects accurately, counting each object once and stating the total
  • Finds numbers in familiar sequences, such as house or page numbers

  Where you might use it

  • Reading a house number to find an address.
  • Finding a platform number at a station.
  • Writing down a bus number someone says.
  • Counting plates needed to set a table.

  Evidence that you can do it

  Require short-answer tasks covering reading numbers and writing numbers from dictation, together with a brief live or recorded task counting 3–10 physical objects. The trainer must verify that the learner counts every object exactly once and communicates the correct total without answer-giving prompts. Retain an observation record or reviewed recording; quiz results alone cannot establish counting competence.

• N02Compare and Order QuantitiesEveryday Numeracy · Stage 1Show detailsHide

  Can determine which numbers, amounts or quantities are larger, smaller or equal.

  Learning outcome

  The learner can identify greater, smaller and equal whole-number values or quantities and arrange three or four numbered items in ascending or descending order.

  Skills inside this competency

  • Uses 'more than', 'less than' and 'equal to' to describe comparisons accurately.
  • Places three or four numbered items in numerical order.
  • Identifies the highest and lowest whole-number prices in a small selection.
  • Compares two groups of objects and identifies which has more, fewer or the same number.

  Where you might use it

  • Arranging numbered folders from the lowest number to the highest.
  • Comparing two marked whole-number prices to identify the cheaper item.
  • Sorting three or four number cards from largest to smallest.
  • Comparing two groups of objects to identify which contains fewer items or whether both contain the same number.

  Evidence that you can do it

  Require an observed practical task, or trainer verification, in which the learner compares two quantities and orders three or four numbered items. Record accuracy and any support provided. Matching, sequencing and short-answer questions may supplement this evidence but cannot replace practical performance.

• N03Use Basic Addition and SubtractionEveryday Numeracy · Stage 1Show detailsHide

  Can calculate totals, differences and simple changes in familiar situations.

  Learning outcome

  Learner can accurately perform single-step addition and subtraction calculations in provided familiar scenarios.

  Skills inside this competency

  • Can add two or more single-digit or two-digit whole numbers.
  • Can subtract a single-digit or two-digit whole number from another.
  • Can calculate the correct change from a simple purchase paid with a single note.
  • Can count items forwards and backwards to find a total or remainder.

  Where you might use it

  • Adding the cost of two items in a shop, like a drink and a snack.
  • Working out how many minutes are left before a bus arrives.
  • Checking if the correct number of plates are on a table for a family meal.
  • Subtracting items used from a small stock list at work.

  Evidence that you can do it

  Completion of a worksheet with basic addition and subtraction problems. Trainer observation of learner calculating change in a role-play shopping activity. Quiz score alone is insufficient; practical demonstration is needed.

• N04Use Basic Multiplication and DivisionEveryday Numeracy · Stage 1Show detailsHide

  Can solve straightforward grouping, sharing and repeated-quantity problems.

  Learning outcome

  Learner can solve simple, single-step problems involving equal sharing or grouping, using basic multiplication or division.

  Skills inside this competency

  • Can share a small number of items equally between a few people.
  • Can calculate the total number of items in several identical groups.
  • Can understand and use the concepts of 'doubling' and 'halving' with small numbers.
  • Can relate repeated addition to a simple multiplication problem.

  Where you might use it

  • Sharing a box of biscuits equally among three friends.
  • Working out the total number of eggs needed if a recipe requires 2 eggs and is doubled.
  • Calculating how many tables are needed for 20 guests if each table seats 4 people.
  • Buying multiple identical items, like three stamps for letters.

  Evidence that you can do it

  Completion of a worksheet with problems presented visually (e.g., grouping objects) and as simple word problems. Trainer observation during a practical sharing activity. Quiz score alone is insufficient.

• N05Use Money in Everyday TransactionsEveryday Numeracy · Stage 1Show detailsHide

  Can pay for everyday items, recognise amounts on prices and receipts, and check that the change or balance given is correct.

  Learning outcome

  Learner can read a simple price and receipt, pay for an everyday item, and check that the change received or balance left after payment matches the amount expected.

  Skills inside this competency

  • Can identify common notes and coins and state their values.
  • Can read and match the price of an everyday item to the amount charged on a simple receipt.
  • Can select suitable notes and coins to pay the exact price or a larger amount, recognising when change is due.
  • Can work out simple change due and compare it with the change received to check that it is correct.
  • Can work out the balance left after a simple payment and compare it with the balance shown to check that it is correct.

  Where you might use it

  • Paying for a bus ticket with the exact fare.
  • Buying a coffee and paying with a note that is larger than the cost.
  • Using a vending machine to buy a snack.
  • Counting coins from a pocket or purse to see if there is enough for a newspaper.

  Evidence that you can do it

  Trainer observes real or role-play purchases using simple amounts. The learner reads the price, selects and pays with suitable money, checks the amount on the receipt, and compares the change received with the change expected. In a separate balance-based payment task, the learner checks the balance left against the starting balance minus the purchase amount. Include an incorrect change or balance example for the learner to spot. Practical demonstration is required; a quiz alone is insufficient.

• N06Calculate Everyday CostsEveryday Numeracy · Stage 2Show detailsHide

  Can add and compare prices and calculate the total cost of several items or services.

  Learning outcome

  Learner can calculate the total cost of multiple items or services and make simple price comparisons.

  Skills inside this competency

  • Can add the prices of two or more items to find a total cost, including those with decimal points.
  • Can use a calculator to find the total of a list of prices.
  • Can compare the prices of two different items to find which is cheaper or more expensive.
  • Can calculate the total cost from a simple order form, menu, or bill.

  Where you might use it

  • Adding up the cost of a basket of groceries before going to the checkout.
  • Comparing the cost of two different mobile phone monthly plans.
  • Calculating the total bill for a meal from a cafe menu.
  • Working out the total cost of materials for a small DIY project, such as paint and brushes.

  Evidence that you can do it

  Completion of tasks requiring totaling costs from a shopping list or simple bill. Correctly answering questions comparing the value of two options. Evidence can be a completed worksheet or trainer observation of a simulated task.

• N07Manage Basic Personal SpendingEveryday Numeracy · Stage 2Show detailsHide

  Can compare available money with planned expenses and identify whether spending is affordable.

  Learning outcome

  Learner can complete a simple budget and make an informed decision about the affordability of a purchase.

  Skills inside this competency

  • Can list main sources of income and essential weekly or monthly expenses.
  • Can calculate the difference between total income and total essential expenses.
  • Can determine if there is enough money for a planned purchase after essential costs are considered.
  • Can identify the difference between 'wants' and 'needs' in a simple personal budget.

  Where you might use it

  • Deciding if a new pair of shoes is affordable after paying weekly rent and food bills.
  • Checking a bank balance against a list of upcoming direct debits like a phone bill.
  • Planning a weekly food shop based on a fixed amount of available cash.
  • Working out if there is enough money left for a social outing at the end of the week.

  Evidence that you can do it

  Completion of a scenario-based task requiring the learner to fill in a simple budget sheet and justify a spending decision. This requires a product (the budget) and reasoning, not just a quiz score.

• N08Read and Calculate TimeEveryday Numeracy · Stage 2Show detailsHide

  Can interpret clocks, dates and durations and calculate straightforward time intervals.

  Learning outcome

  Learner can read clock times in 12- and 24-hour formats, identify dates and days of the week on a calendar, explain durations in hours and minutes, and calculate simple time intervals and end times within the same day.

  Skills inside this competency

  • Can read analogue and digital clocks and interpret times in 12- and 24-hour formats.
  • Can locate a given date on a calendar and identify its day, month, year and day of the week.
  • Can interpret durations stated in hours and minutes, including that one hour equals 60 minutes.
  • Can calculate an end time from a start time and a simple duration within the same day.
  • Can calculate the duration between two given times within the same day.

  Where you might use it

  • Working out what time to leave home for an appointment across town.
  • Setting an alarm clock after reading a shift start time in 24-hour format.
  • Calculating how long a journey took by comparing the start and end times on a ticket.
  • Figuring out when to take a meal out of the oven based on cooking instructions.

  Evidence that you can do it

  Trainer observes and verifies the learner reading analogue and digital clocks, using 12- and 24-hour formats, and locating given dates and their days of the week on a calendar. In trainer-checked everyday tasks, the learner interprets durations in hours and minutes and correctly calculates an end time from a start time and duration, and a duration between two times within the same day.

• N09Use Timetables and Schedules NumericallyEveryday Numeracy · Stage 2Show detailsHide

  Can read a simple timetable, roster or appointment schedule and calculate start and finish times, durations, waiting times and hours worked, including intervals across midday or one midnight boundary with clear day labels.

  Learning outcome

  Learner can extract relevant times from a simple schedule, calculate durations including an interval crossing midnight, and use the results to plan a journey or check working hours.

  Skills inside this competency

  • Locate departure, arrival, start and finish times in a simple timetable or schedule.
  • Match related times by following the correct row or column and checking any day labels.
  • Calculate journey or shift durations, including a simple overnight interval, using a timeline split at midnight.
  • Calculate waiting times or hours worked when any unpaid break is clearly stated.
  • Choose a service that arrives by a stated deadline.

  Where you might use it

  • Choosing a bus that arrives before a hospital appointment.
  • Checking the duration of a work shift that starts on Monday evening and finishes early Tuesday morning.
  • Calculating a train journey's duration and the waiting time before an appointment.
  • Finding the last bus home and checking whether its arrival is on the next day.

  Evidence that you can do it

  Use an observed practical task or trainer-verified simulation in which the learner reads a timetable, selects a service to meet a deadline and shows the relevant time calculations. Include an assessed overnight example, such as a shift from Monday 22:30 to Tuesday 02:00 with no unpaid break. The learner must identify the day rollover, show the intervals on either side of midnight and obtain a total of 3 hours 30 minutes. Retain the completed schedule plan and calculations with the observation or verification record; a quiz alone does not meet the evidence requirement.

• N10Measure Everyday QuantitiesEveryday Numeracy · Stage 2Show detailsHide

  Can measure and compare length, mass, volume, temperature and other common quantities using appropriate tools.

  Learning outcome

  Learner can select suitable tools, take and record measurements with units, and compare measured quantities in familiar everyday tasks using simple, clearly marked instruments.

  Skills inside this competency

  • Can select a suitable tool for measuring length, mass, volume, temperature and another common quantity, such as time.
  • Can set up and safely use simple measuring tools, following basic instructions and checking the starting point or zero where needed.
  • Can read a clearly marked scale or digital display and record the measured value with its unit.
  • Can compare two measurements of the same quantity in the same unit and describe the difference, such as longer, heavier, fuller, warmer or taking more time.
  • Can follow a simple everyday instruction that requires measuring and checking a quantity against a stated amount.

  Where you might use it

  • Following a simple recipe that requires measuring flour and milk.
  • Measuring a space with a tape measure to see if a piece of furniture will fit.
  • Weighing a package on a postal scale to check its weight before sending.
  • Measuring liquid medicine using a small measuring cup or syringe.

  Evidence that you can do it

  Trainer observation or trainer-verified practical work showing the learner selecting and safely using suitable tools to measure length, mass, volume, temperature and another common quantity, such as time. The learner reads and records values with units and compares two measurements of each quantity using the same unit, identifying which is greater, smaller or equal. Measurements should be accurate to the marked scale of the tool. Pictures of scales or quiz answers alone are not sufficient evidence.

• N11Convert Common UnitsEveryday Numeracy · Stage 3Show detailsHide

  Can convert between commonly used units when completing practical tasks.

  Learning outcome

  Learner can accurately convert between common metric units and units of time to solve single-step and two-step practical problems.

  Skills inside this competency

  • Can convert units of length, such as centimetres to metres.
  • Can convert units of mass or weight, such as grams to kilograms.
  • Can convert units of capacity or volume, such as millilitres to litres.
  • Can convert units of time, such as minutes to hours.

  Where you might use it

  • Following a recipe that uses both grams and kilograms.
  • Calculating the total time for a journey given in minutes and hours.
  • Measuring a space for furniture using a tape measure marked in centimetres.
  • Mixing a liquid concentrate with water using litre and millilitre measurements.

  Evidence that you can do it

  Completed practical calculation tasks. For example, a worksheet with recipe adjustments or travel time calculations. Evidence should include trainer observation of a practical measurement task, as a quiz score alone is insufficient.

• N12Estimate Quantities and ResultsEveryday Numeracy · Stage 3Show detailsHide

  Can make reasonable estimates and use them to anticipate or check calculated answers.

  Learning outcome

  Learner can use rounding to make reasonable estimates and compare them with calculated results to check for accuracy in practical situations.

  Skills inside this competency

  • Can round numbers to the nearest 10, 100, or whole number to simplify calculations.
  • Can perform a quick calculation with rounded numbers to produce an approximate result.
  • Can compare an estimated result with a precise calculated answer.
  • Can judge whether a calculated answer is reasonable based on the estimate and context.

  Where you might use it

  • Estimating the total cost of a small basket of groceries before going to the checkout.
  • Estimating the time needed to complete a set of familiar tasks at work or home.
  • Checking if the calculated change from a cash purchase seems correct.
  • Rounding measurements to estimate the amount of paint or fabric needed for a project.

  Evidence that you can do it

  Completed worksheets showing the learner's estimate, their precise calculation, and a short statement comparing the two. Trainer observation of the learner's thinking process is valuable.

• N13Use Fractions and DecimalsEveryday Numeracy · Stage 3Show detailsHide

  Can interpret and calculate common fractions and decimal quantities in everyday situations.

  Learning outcome

  Learner can read, write, and calculate with common fractions and decimals (to two places) to solve practical problems involving money and measures.

  Skills inside this competency

  • Can read, write, and compare common fractions (e.g., 1/2, 1/4, 3/4) and decimals (to two places).
  • Can find a simple fraction of a whole number quantity.
  • Can add and subtract decimal numbers, particularly in the context of money.
  • Can recognise the equivalence of simple fractions and decimals (e.g., 1/2 = 0.5).

  Where you might use it

  • Calculating a total bill and the correct change involving prices with decimals.
  • Following a recipe that requires fractional measurements like '1/2 cup' or '1/4 teaspoon'.
  • Understanding a discount advertised as '1/3 off the original price'.
  • Measuring a length that is not a whole number, such as 2.5 metres.

  Evidence that you can do it

  A portfolio of completed worksheets with practical problems involving fractions and decimals. Evidence from a practical task, such as creating a simple budget or adjusting a recipe, is required.

• N14Use PercentagesEveryday Numeracy · Stage 3Show detailsHide

  Can calculate and interpret percentages involving discounts, increases, proportions and other practical situations.

  Learning outcome

  Learner can calculate and interpret common percentages to solve practical problems related to discounts, tips, and simple increases.

  Skills inside this competency

  • Can calculate a simple percentage of an amount (e.g., 10%, 25%, 50%).
  • Can calculate a price after a percentage discount is applied.
  • Can interpret the meaning of percentages in familiar contexts, such as on food labels or in news reports.
  • Can calculate a simple percentage increase, such as a pay rise.

  Where you might use it

  • Calculating the final price of an item during a '20% off' sale.
  • Working out a 10% service charge or tip on a restaurant bill.
  • Understanding nutritional information showing percentages of recommended daily intake.
  • Checking the new amount of a household bill after a 5% price increase.

  Evidence that you can do it

  Portfolio of completed scenario-based problems involving percentage calculations. A quiz score is insufficient as evidence must show application in context.

• N15Use Rates and RatiosEveryday Numeracy · Stage 3Show detailsHide

  Can interpret and calculate rates, ratios and proportional relationships in familiar contexts.

  Learning outcome

  Learner can interpret simple ratios, calculate and compare unit rates, determine mixing quantities and scale amounts proportionally to solve familiar practical problems.

  Skills inside this competency

  • Calculate and compare unit rates using consistent units, including relevant extra costs.
  • Interpret ratios as relationships between quantities and identify what each part represents.
  • Calculate the quantities needed for a mixture with a given ratio.
  • Scale amounts up or down proportionally while keeping the same ratio.

  Where you might use it

  • Comparing small and large packages using price per wash, including any stated extra costs.
  • Calculating expected earnings from an hourly pay rate and hours worked.
  • Using water and food colouring to simulate a mixture with one part concentrate to ten parts water, calculating and measuring both quantities.
  • Adjusting a recipe for four people to serve six people while keeping ingredient proportions unchanged.

  Evidence that you can do it

  A set of worked tasks must show a unit rate comparison, an explanation of ratio parts, calculation of mixing quantities and proportional scaling. Require trainer observation or verification of a safe practical or simulated mixing task, including measurement of calculated quantities and scaling to a different amount without changing the ratio. Record the learner's calculations, units, checks and explanation of the resulting choice or quantities; worksheets or quizzes alone do not meet the evidence requirement.

• N16Interpret Tables and ChartsEveryday Numeracy · Stage 4Show detailsHide

  Can locate, compare and interpret quantitative information displayed in tables, charts and graphs.

  Learning outcome

  Learner can extract, compare, and summarise key information from common tables, charts, and graphs to answer questions or inform a decision.

  Skills inside this competency

  • Can locate specific data points in a table, simple line graph, or bar chart.
  • Can compare two or more data points to identify highest, lowest, or a specific trend.
  • Can summarise the main idea or pattern shown in a simple visual display of data.
  • Can use information from a table or chart to perform a further calculation.

  Where you might use it

  • Using a public transport timetable to plan a journey with a connection.
  • Interpreting a chart on a utility bill that shows electricity usage over the last year.
  • Using a comparison table to choose a mobile phone plan based on data and call allowances.
  • Reading a simple graph in a news article showing local temperature changes.

  Evidence that you can do it

  A portfolio of completed tasks requiring interpretation of different data displays (e.g., timetables, bills, product comparisons). Quiz score alone is insufficient as it cannot easily assess interpretation and summary skills.

• N17Summarise Sets of Numerical DataEveryday Numeracy · Stage 4Show detailsHide

  Can use common measures such as totals, averages and ranges to describe numerical information.

  Learning outcome

  Learner can calculate the total, mean average, and range for a set of data and use these measures to make a summary statement about the data.

  Skills inside this competency

  • Can calculate the total of a set of numerical data.
  • Can calculate the mean average for a simple set of data.
  • Can find the range (difference between highest and lowest value) of a data set.
  • Can select the appropriate measure (total, average, or range) to describe data or answer a question.

  Where you might use it

  • Calculating the average weekly spending on food over a month to help with budgeting.
  • Finding the total hours worked in a week from a list of daily hours.
  • Determining the range of daily temperatures over a week to understand weather variability.
  • Working out the average score for a team over several games to measure performance.

  Evidence that you can do it

  Completed problem-solving tasks requiring the learner to calculate a total, average, or range and then write a sentence explaining what it means in that context. Product-based evidence is essential.

• N18Compare Quantitative InformationEveryday Numeracy · Stage 4Show detailsHide

  Can compare figures from two or more sources, such as quotes, reports or price lists, notice when they measure different things, and identify which differences are meaningful.

  Learning outcome

  Learner can select related figures from two or more sources, explain differences in what they measure, compare figures on a shared basis where possible, and explain which differences are meaningful for the task.

  Skills inside this competency

  • Can select related figures from two or more sources and record what each figure refers to.
  • Can check whether figures use the same units, time periods, quantities and included items, and identify when they measure different things.
  • Can put figures on a shared basis where possible and explain when a fair comparison cannot be made.
  • Can calculate differences between comparable figures and judge whether those differences matter for the task.
  • Can summarise what the comparison shows, explaining meaningful differences and any limits on the conclusion.

  Where you might use it

  • Comparing mobile phone plans from two companies using their separate websites or brochures.
  • Reading two news articles about the same event to compare the reported statistics.
  • Checking a payslip against a personal record of hours worked to identify any discrepancy.
  • Comparing the nutritional information on two similar food products to decide which is healthier.

  Evidence that you can do it

  An observed or trainer-verified comparison task using two or more quotes, reports or price lists, including figures that measure different things. The learner produces a comparison table or short summary showing what each figure measures, any adjustments needed for a fair comparison, figures that cannot fairly be compared, and which differences matter and why.

• N19Use Scale and ProportionEveryday Numeracy · Stage 4Show detailsHide

  Can apply scale, proportional reasoning and relative size when interpreting maps, diagrams, plans or practical situations.

  Learning outcome

  The learner can accurately calculate real-world measurements and quantities from a scaled map, plan, or ratio.

  Skills inside this competency

  • Use multiplication and division to scale
  • Keep proportions consistent
  • Convert units when needed

  Where you might use it

  • Using a road map with a scale of 1cm to 25km to estimate the actual distance for a journey.
  • Adjusting a recipe that serves 4 people to make enough for 10 people.
  • Reading a house floor plan to determine if a new sofa will fit in the living room.
  • Mixing concentrated cleaning fluid with water according to the ratio provided on the label.

  Evidence that you can do it

  Completed practical calculations based on provided scaled materials (e.g., maps, plans, recipes). Evidence must include the learner's working, not just the final answer. Trainer observation of method is beneficial.

• N20Apply Formulas to Practical ProblemsEveryday Numeracy · Stage 4Show detailsHide

  Can select values and correctly use a provided formula to calculate a practical result.

  Learning outcome

  The learner can correctly substitute values into a given formula and calculate the result to solve a real-world problem.

  Skills inside this competency

  • Identify the correct variables from a problem description.
  • Substitute values correctly into a given formula.
  • Follow the order of operations to calculate the result.
  • Interpret the calculated result in the context of the original problem.

  Where you might use it

  • Calculating the area of a room to buy the right amount of carpet using the formula A = L x W.
  • Figuring out the fuel needed for a long trip using a vehicle's consumption rate formula (e.g., Litres = Distance / km per litre).
  • Calculating the simple interest on a small loan over a set period using the formula I = PRT.
  • Determining the Body Mass Index (BMI) using the provided weight and height formula.

  Evidence that you can do it

  Correctly solved problems where the learner substitutes values into a provided formula. Evidence must show the learner's working to demonstrate correct substitution and calculation, not just the final answer.

• N21Use Digital Tools for CalculationsEveryday Numeracy · Stage 4Show detailsHide

  Can use calculators, spreadsheets or comparable digital tools to organise and analyse quantitative information.

  Learning outcome

  The learner can use a spreadsheet to organise data, perform basic calculations using formulas, and create a simple chart.

  Skills inside this competency

  • Enter and format data accurately in a spreadsheet.
  • Use basic formulas (e.g., SUM, AVERAGE) to perform calculations on a dataset.
  • Create a simple chart (e.g., bar chart, pie chart) to represent data visually.
  • Sort and filter data to find specific information or answer a question.

  Where you might use it

  • Creating a personal weekly budget in a spreadsheet to track income and expenses and calculate the total.
  • Entering work hours into a timesheet template to calculate total hours worked and estimate pay.
  • Using a spreadsheet to compare prices for a major purchase from three different suppliers.
  • Creating a bar chart to visually compare monthly electricity usage over a year.

  Evidence that you can do it

  A completed spreadsheet file that correctly organises data, includes accurate formulas, and displays an appropriate chart for the task. This requires trainer assessment of the product, not a quiz.

• N22Interpret Financial CalculationsEveryday Numeracy · Stage 5Show detailsHide

  Can reason about fees, repayments, interest, discounts, price changes and other common financial information.

  Learning outcome

  The learner can analyse complex financial information from authentic documents and make a reasoned judgement about the best course of action.

  Skills inside this competency

  • Understand interest rates
  • Compare total repayments
  • Recognise fees and charges

  Where you might use it

  • Comparing two different mobile phone plans with varying data allowances, fees, and contract lengths to choose the cheapest overall.
  • Evaluating a loan offer by calculating the total amount to be repaid over the life of the loan.
  • Analysing a utility bill to understand fixed charges, usage costs, and any late payment penalties.
  • Deciding if a '30% off' sale item is a better deal than a similar item at a different store with a 'buy one, get one free' offer.

  Evidence that you can do it

  The learner's written analysis of a complex financial scenario (e.g., competing loan offers), including calculations and a justified decision. A simple quiz score is insufficient as it cannot capture the judgement process.

• N23Evaluate Numerical ClaimsEveryday Numeracy · Stage 5Show detailsHide

  Can determine whether a numerical claim, graph, statistic or calculation appears reasonable and sufficiently supported.

  Learning outcome

  The learner can critically evaluate a numerical claim from an external source and form a reasoned judgement on its validity and reliability.

  Skills inside this competency

  • Identify the key numerical claim being made in a text or graphic.
  • Question the source of the data and consider potential bias.
  • Check for misleading visual representations of data, such as distorted axes on a graph.
  • Use estimation or a quick calculation to check if a claim is reasonable.
  • Consider what information might be missing or what questions are left unanswered.

  Where you might use it

  • Reading a news article that claims 'youth unemployment has doubled' and checking the provided graph for a misleading scale.
  • Analysing a marketing advertisement that claims '9 out of 10 users prefer our product' and questioning the sample size.
  • Assessing a social media post that uses a statistic to support a health claim, considering the source and context.
  • Hearing a public figure make a claim about economic growth and looking for the supporting data and timeframes.

  Evidence that you can do it

  A written analysis of a provided claim (e.g., from a news article or advertisement) where the learner identifies strengths and weaknesses and justifies their conclusion. This requires trainer assessment of critical reasoning.

• N24Solve Multi-Step Quantitative ProblemsEveryday Numeracy · Stage 5Show detailsHide

  Can plan and carry out the calculations needed for a practical problem with several stages, such as budgeting a project or planning materials, and check whether the answer is reasonable.

  Learning outcome

  The learner can identify the calculations needed for a practical problem, put them in a workable order, carry them out accurately, and check intermediate results and the final answer for reasonableness, correcting errors where needed.

  Skills inside this competency

  • Identify the quantities, information and calculations needed to solve the practical problem.
  • Arrange the calculations in an order that uses results from earlier steps where needed.
  • Choose suitable calculation methods and carry out each step accurately, keeping units consistent.
  • State reasonable assumptions where necessary information is missing.
  • Check intermediate results and the final answer against estimates or practical limits, and correct errors where needed.

  Where you might use it

  • Planning a large community event by estimating costs for venue, food, and supplies for an uncertain number of attendees.
  • Undertaking a major home renovation project, requiring calculation of materials, labour costs, and a contingency budget.
  • Comparing the total cost of owning two different cars over five years, including purchase price, estimated fuel, insurance, and maintenance.
  • Developing a basic financial projection for the first year of a small business idea.

  Evidence that you can do it

  An observed practical task or trainer-verified work sample, such as a project budget or materials plan, showing the learner's ordered calculation steps, any assumptions, working and final answer. The learner must demonstrate checks of intermediate results and the final answer using estimates, another calculation method or practical limits, and correct any errors found.

• P01Recognise a Practical ProblemProblem Solving & Decision Making · Stage 1Show detailsHide

  Can identify when a situation differs from what is expected or required.

  Learning outcome

  The learner can identify a simple, concrete problem in a familiar, everyday situation.

  Skills inside this competency

  • Notice when something familiar is not working as it should.
  • Notice when a result is different from the usual or expected result.
  • Recognise when a simple instruction has not been met or completed.
  • Identify something that is out of place, missing, or broken in a familiar setting.

  Where you might use it

  • Noticing that a kettle has been switched on but the water is not heating up.
  • Realising a parcel delivered to your home has someone else's name and address on it.
  • Seeing that the bus you need has just driven past the stop without stopping.
  • Following a simple picture-based instruction and noticing you are missing a required part.

  Evidence that you can do it

  Learner correctly identifies the problem in a series of simple, highly contextualised scenarios (e.g., using pictures, short videos or role-plays). Can be a verbal response, pointing, or a simple written answer. Requires trainer observation.

• P02Describe the Problem ClearlyProblem Solving & Decision Making · Stage 1Show detailsHide

  Can explain what is happening, who or what is affected and why attention is needed.

  Learning outcome

  The learner can tell another person what is happening, who or what is affected, and why the problem needs attention, using short, clear statements.

  Skills inside this competency

  • State what is happening in a short, clear phrase or sentence.
  • Name the person, group or thing affected by the problem.
  • Say how the problem affects that person, group or thing.
  • Give a simple reason why the problem needs attention, such as a task being stopped or someone needing help.

  Where you might use it

  • Telling a bus driver, 'This ticket machine took my money but gave no ticket.'
  • Explaining to a supervisor, 'The floor is wet over there. Someone might slip.'
  • Telling a family member, 'The milk smells bad. We need to throw it away.'
  • Informing a librarian, 'This page in this book is torn out.'

  Evidence that you can do it

  In a familiar real situation or role-play, the learner gives another person a spoken or simple written description of a problem. A trainer observes the exchange or reviews the written description and verifies that it clearly states what is happening, who or what is affected, and a relevant reason why attention is needed.

• P03Identify the Desired OutcomeProblem Solving & Decision Making · Stage 1Show detailsHide

  Can describe what a successful resolution should achieve.

  Learning outcome

  Learner can state the desired outcome for a given simple, familiar problem.

  Skills inside this competency

  • Can point to or name the part of a situation that is not right.
  • Can say or write a simple sentence about what should be different.
  • Can answer the question 'What do you want to happen?' about a problem.
  • Can recognise a picture or simple description of a 'good' outcome versus a 'bad' outcome.

  Where you might use it

  • Realising an item bought from a shop is faulty and deciding to get a refund or replacement.
  • Noticing a regular bus is consistently late and deciding the goal is to report it to get a reliable service.
  • Feeling unsure how to use a new workplace machine and deciding the goal is to get clear, safe instructions.
  • A child is struggling with a simple homework task, and the goal is to help them complete it without doing it for them.

  Evidence that you can do it

  Completion of short-answer questions for 2 out of 3 given scenarios. Trainer observation of learner's verbal description of a desired outcome.

• P04Gather Basic Relevant InformationProblem Solving & Decision Making · Stage 1Show detailsHide

  Can identify and collect straightforward information needed to better understand a problem.

  Learning outcome

  Learner can locate and record specific, straightforward information for a given simple problem.

  Skills inside this competency

  • Can find a specific piece of information when told where to look (e.g., a date on a receipt).
  • Can ask a simple, direct question to get a piece of information (e.g., 'What time does the bus leave?').
  • Can follow a simple instruction to find information (e.g., 'Look on the box for the price').
  • Can identify key details like names, dates, or amounts from a simple document.

  Where you might use it

  • Finding the expiry date on a food package to see if it is safe to eat.
  • Looking at a timetable to find the time of the next train.
  • Asking a co-worker for the location of a needed tool.
  • Finding the contact phone number on a bill to ask about a charge.

  Evidence that you can do it

  Learner correctly finds and notes down requested information from simple provided documents (e.g., bill, timetable, package). Quiz score alone is insufficient; practical demonstration is key.

• P05Separate Relevant from Irrelevant InformationProblem Solving & Decision Making · Stage 2Show detailsHide

  Can distinguish information that contributes to solving a problem from information that does not.

  Learning outcome

  Learner can correctly identify relevant details from a mix of relevant and irrelevant information for a given problem scenario.

  Skills inside this competency

  • Can read or listen to a short scenario and highlight key facts related to the problem.
  • When given a list of details, can cross out the ones that are not needed to make a decision.
  • Can explain in a simple sentence why one piece of information is important and another is not.
  • Can categorise information under simple headings like 'Needed' and 'Not Needed'.

  Where you might use it

  • When planning a journey, selecting the departure time and travel duration as relevant, and ignoring advertisements on the travel website.
  • When looking at a job advert, focusing on the job duties and required skills, not the company's general history.
  • For a faulty appliance, noting the model number and error code, but ignoring the original purchase price when calling for service.
  • Reviewing a special offer email, identifying the discount and expiry date as relevant, and the marketing slogans as irrelevant.

  Evidence that you can do it

  Completion of activities requiring sorting or highlighting of information. For 2 of 3 scenarios, learner correctly identifies >80% of relevant facts. Trainer observation of reasoning.

• P06Identify Possible CausesProblem Solving & Decision Making · Stage 2Show detailsHide

  Can consider likely reasons why a problem has occurred rather than responding only to its visible effects.

  Learning outcome

  Learner can state at least one plausible cause for a given common problem.

  Skills inside this competency

  • Can complete the sentence 'This might have happened because...'
  • Given a problem, can choose the most likely cause from a short list of options.
  • Can link a visible effect (e.g., 'the plant is drooping') to a possible cause (e.g., 'it needs water').
  • Can ask a 'why' question to understand the reason for a problem.

  Where you might use it

  • A car won't start: possible causes are a dead battery, no fuel, or the key is not working.
  • A cake did not rise: possible causes are old baking powder, oven not hot enough, or wrong ingredients.
  • Consistently late for work: possible causes are leaving home too late, unexpected traffic, or unreliable public transport.
  • A customer is angry: possible causes are a long wait, a faulty product, or incorrect information given.

  Evidence that you can do it

  Learner provides a logical cause for 3 out of 4 presented problem scenarios. Evidence can be written or verbal.

• P07Generate Possible SolutionsProblem Solving & Decision Making · Stage 2Show detailsHide

  Can identify more than one practical way of responding to a problem.

  Learning outcome

  Learner can list at least two distinct, viable solutions for a given familiar problem.

  Skills inside this competency

  • Can brainstorm a list of ideas to solve a simple problem.
  • Can answer the question 'What else could you do?'
  • Can describe two different ways to achieve a simple goal (e.g., getting to a place).
  • Given a problem and one solution, can suggest an alternative.

  Where you might use it

  • Problem: You need to get a heavy item home from a shop. Solutions: take a taxi, ask a friend with a car, arrange for delivery.
  • Problem: You have a headache at work. Solutions: take a break, drink some water, take a painkiller, tell your supervisor.
  • Problem: A child is bored on a rainy day. Solutions: play a board game, read a book together, watch a film, do some drawing.
  • Problem: You missed the last bus home. Solutions: call for a taxi, walk home, call a friend for a lift, check for a night bus service.

  Evidence that you can do it

  For a given scenario, the learner provides two or more appropriate solutions. This is best assessed via short written answers or trainer-led discussion, not a quiz.

• P08Recognise Constraints and RequirementsProblem Solving & Decision Making · Stage 2Show detailsHide

  Can identify limits such as time, cost, rules, available resources, safety requirements or other conditions affecting a solution.

  Learning outcome

  Learner can identify the primary constraint or requirement in a given problem scenario.

  Skills inside this competency

  • Can identify keywords related to limits (e.g., 'must', 'only', 'before', 'cost').
  • Given a scenario, can state the main constraint (e.g., 'I only have 10 dollars').
  • Can match a proposed solution to a list of constraints to see if it fits.
  • Can explain why a certain solution is not possible due to a specific rule or limit.

  Where you might use it

  • Planning a meal, recognising the constraint of a food allergy or a limited budget.
  • Choosing an outfit for an event, considering the dress code (a rule) and the weather (a condition).
  • At work, needing to complete a task within a specific timeframe and using only the tools provided.
  • Deciding how to get to an appointment, considering the time it starts and the cost of transport.

  Evidence that you can do it

  Learner correctly identifies the main constraint in 3 out of 4 scenarios. This can be assessed via multiple choice, short answer, or highlighting tasks.

• P09Compare Possible SolutionsProblem Solving & Decision Making · Stage 3Show detailsHide

  Can compare options using relevant criteria such as effort, cost, benefit, time and practicality.

  Learning outcome

  Learner can compare at least two solutions using two or more relevant criteria and justify a choice.

  Skills inside this competency

  • Can use a simple table or chart to list the pros and cons of different options.
  • Can rank options from best to worst based on a single criterion (e.g., rank by cost from cheapest to most expensive).
  • Can explain the choice of one option over another using comparative words (e.g., 'faster', 'cheaper', 'easier').
  • Can identify the most important criterion for a specific problem (e.g., for a medical emergency, speed is more important than cost).

  Where you might use it

  • Choosing between two mobile phone plans: comparing monthly cost, data allowance, and contract length.
  • Deciding how to travel to a distant city: comparing the cost, time, and comfort of going by bus, train, or plane.
  • Selecting a training course: comparing the schedule, cost, location, and qualification offered.
  • Deciding on a method to repair a broken fence: comparing the cost and effort of doing it yourself versus hiring a professional.

  Evidence that you can do it

  Completion of a comparison table (e.g., a simple decision matrix) for a given scenario, with a short written or verbal justification for the chosen solution. Requires review of the learner's product and reasoning.

• P10Identify Risks and ConsequencesProblem Solving & Decision Making · Stage 3Show detailsHide

  Can anticipate benefits and relevant risks before acting, consider immediate and longer-term effects on themselves and others, and explain whether these change their choice.

  Learning outcome

  For a familiar practical decision, the learner can identify a plausible benefit and relevant risks, explain their likely occurrence and seriousness, consider immediate and longer-term consequences and an effect on another person, and justify whether these lead them to keep, adjust or replace their initial choice.

  Skills inside this competency

  • Can identify plausible benefits and risks before taking a proposed action.
  • Can explain how likely a relevant risk is and how serious its effects could be.
  • Can identify an immediate consequence, a longer-term consequence and an effect on another person.
  • Can explain whether considering these consequences leads them to keep, adjust or replace their initial choice.

  Where you might use it

  • Deciding whether to accept regular extra shifts, considering additional pay, fatigue, longer-term workload and effects on family or colleagues.
  • Choosing whether to buy an older, cheaper car, considering the purchase price, possible repairs, future affordability and effects on people who depend on the transport.
  • Deciding whether to borrow money from a friend, considering immediate needs, repayment difficulties and longer-term effects on both people.
  • Choosing how to report a workplace safety concern, considering immediate protection, possible conflict and future effects on colleagues.

  Evidence that you can do it

  Use a trainer-observed decision-making task or simulation, or a learner-produced decision record verified through trainer follow-up. Record the learner's initial choice, a plausible benefit, relevant risks with explanations of likelihood and seriousness, immediate and longer-term consequences, and an effect on another person. Require a final choice and an explanation linking it to those considerations. The learner may retain their initial choice if justified. Short-answer questions or consequence lists alone are insufficient.

• P11Make an Evidence-Informed DecisionProblem Solving & Decision Making · Stage 3Show detailsHide

  Can select a reasonable course of action using available facts, priorities and constraints.

  Learning outcome

  The learner can analyse straightforward information from 2-3 sources to choose a course of action and justify the choice.

  Skills inside this competency

  • Identify different options or choices available.
  • Compare the key features of each option based on provided facts.
  • State the chosen option and give a simple reason for the choice.

  Where you might use it

  • Choosing a new mobile phone plan based on personal usage data and plan details.
  • Deciding on a training course after comparing course outlines, costs, and schedules.
  • Selecting a supplier for a small business task based on quotes and customer reviews.
  • Picking an insurance policy by comparing coverage, excess, and premium.

  Evidence that you can do it

  Completed decision-making task (e.g., a table comparing options) and a written or verbal statement explaining the final choice. A simple quiz is insufficient; product evidence is required.

• P12Create an Action PlanProblem Solving & Decision Making · Stage 3Show detailsHide

  Can break a solution into manageable actions, responsibilities and timeframes.

  Learning outcome

  The learner can produce a simple, workable action plan showing what needs to be done, in what order, by whom and by when.

  Skills inside this competency

  • Break a chosen solution into clear, manageable actions.
  • Put the actions in a logical order, taking account of steps that must be finished first.
  • Assign a person or role responsible for completing each action.
  • Set a realistic completion time or deadline for each action.

  Where you might use it

  • Planning the steps to apply for a specific job (e.g., update resume, write cover letter, submit application).
  • Creating a weekly study schedule to prepare for a test.
  • Outlining the tasks needed to organise a small community event, like a neighbourhood cleanup.
  • Listing the sequence of actions for moving to a new house.

  Evidence that you can do it

  A learner-created action plan for a practical task or given scenario, checked by a trainer to confirm that steps are manageable and logically ordered, each step has a responsible person or role, and timeframes are realistic. The trainer observes the learner preparing the plan or asks them to explain their choices to verify their own work.

• P13Implement and Monitor a SolutionProblem Solving & Decision Making · Stage 4Show detailsHide

  Can carry out an agreed approach and check whether it is producing the intended result.

  Learning outcome

  The learner can carry out an agreed approach, use simple feedback or data to check progress, and explain whether it is producing the intended result.

  Skills inside this competency

  • Confirm the agreed steps, intended result and checkpoints before starting.
  • Carry out the agreed steps accurately and in the required order.
  • Gather and record simple feedback or data at the agreed checkpoints.
  • Compare actual results with the intended outcome and explain whether the approach is on track.

  Where you might use it

  • Following a monthly personal budget and tracking spending against categories in a spreadsheet.
  • Executing a new workflow at a job for one week and noting any issues or delays on a log sheet.
  • Following a new exercise routine and recording weekly progress towards a fitness goal.
  • Carrying out a study plan and ticking off completed topics and practice tests.

  Evidence that you can do it

  Trainer observation of the learner carrying out the agreed approach, supported by a completed checklist or log showing actions taken, feedback or data gathered at checkpoints, and a comparison of actual results with the intended outcome.

• P14Adjust a Solution When Conditions ChangeProblem Solving & Decision Making · Stage 4Show detailsHide

  Can recognise when an approach is not working and modify it using new information or circumstances.

  Learning outcome

  The learner can analyse a scenario where a plan is failing, identify the cause, and describe a logical adjustment to the plan.

  Skills inside this competency

  • Recognise when progress is off track or a plan is not working as intended.
  • Identify a new factor, constraint, or problem that has emerged.
  • Propose a sensible change to the original plan to get back on track.
  • Explain the reason for the proposed adjustment.

  Where you might use it

  • Changing a project timeline at work when a key person is unexpectedly absent.
  • Revising a personal savings plan after an unforeseen expense arises.
  • Modifying a travel itinerary in response to a transport strike or cancellation.
  • Adjusting a study method when test scores show the current approach is ineffective.

  Evidence that you can do it

  A written response to a scenario describing the problem, the reason for the change, and the proposed adjustment. This requires analysis, not just recall.

• P15Troubleshoot SystematicallyProblem Solving & Decision Making · Stage 4Show detailsHide

  Can test likely causes one at a time and use results to narrow down the source of a practical problem.

  Learning outcome

  The learner can troubleshoot a familiar practical problem by carrying out safe checks one cause at a time, using observed results to choose subsequent checks, and confirming a likely cause or identifying the need for further assistance.

  Skills inside this competency

  • Identify several plausible causes of a familiar practical problem.
  • Choose a safe first check based on likelihood, ease of testing and available resources.
  • Carry out checks one cause at a time, keeping other relevant conditions unchanged where possible.
  • Use each observed result to rule out or retain possible causes and choose the next check.
  • Confirm the likely source of the problem or explain what further checking or assistance is needed.

  Where you might use it

  • Investigating a printer problem by separately checking its status, paper supply and connections, using each result to select the next check.
  • Investigating a failed login in a simulated account by separately checking entered details and connection status without exposing real credentials.
  • Finding the source of a draught by checking windows and doors individually and confirming the suspected source.
  • Investigating why a battery-powered torch does not light by safely checking its switch, battery orientation and battery condition one at a time.

  Evidence that you can do it

  Require an observed real or interactive simulated troubleshooting task with several plausible causes and multiple checks. An observation record or trainer-verified performance record must show which checks the learner carried out, the results obtained, how those results informed subsequent checks, and the final conclusion or justified referral. A flowchart, sequenced list or verbal explanation may support this evidence but cannot replace practical performance.

• P16Solve Problems CollaborativelyProblem Solving & Decision Making · Stage 4Show detailsHide

  Can contribute information, consider different perspectives and work with others towards a solution.

  Learning outcome

  The learner can participate constructively in a small group discussion to solve a shared problem, demonstrating both speaking and listening skills.

  Skills inside this competency

  • Clearly explain own ideas and relevant information to the group.
  • Listen to and ask clarifying questions about others' suggestions.
  • Acknowledge different perspectives respectfully.
  • Help the group reach an agreement on a course of action.

  Where you might use it

  • Participating in a team meeting at work to resolve a customer complaint.
  • Working with other parents to organise a school fundraising activity.
  • Discussing with flatmates how to fairly divide household chores and bills.
  • Collaborating on a group project for a training course.

  Evidence that you can do it

  Trainer observation of participation in a group problem-solving activity, using a checklist for behaviours like contributing ideas, listening, and consensus-building. A simple quiz is insufficient.

• P17Evaluate Evidence and AssumptionsProblem Solving & Decision Making · Stage 5Show detailsHide

  Can question the quality of available evidence and recognise unsupported assumptions before reaching a conclusion.

  Learning outcome

  The learner can question the reliability, relevance and sufficiency of evidence, recognise unsupported assumptions, and reach a conclusion that reflects the evidence and its limits.

  Skills inside this competency

  • Distinguish verifiable facts and supporting evidence from opinions and assumptions.
  • Question the reliability of sources, their purpose and any possible bias.
  • Assess whether evidence is relevant, current and sufficient to support a claim.
  • Identify unsupported assumptions and explain how they could affect a conclusion.
  • Reach a conclusion supported by the available evidence, stating any limits or uncertainty.

  Where you might use it

  • Reading two different news articles about the same event and comparing their claims and sources.
  • Analysing a marketing proposal to see if sales projections are based on data or just optimism.
  • Reviewing a community petition to check if its claims are backed by verifiable sources.
  • Evaluating online health advice by checking the author's credentials and supporting evidence.

  Evidence that you can do it

  A trainer-verified written or spoken analysis of a provided text or scenario. The learner distinguishes evidence from opinion and assumption, checks the source and possible bias, explains gaps or weaknesses in the evidence, and identifies unsupported assumptions. Their final conclusion explains what the evidence supports and what remains uncertain.

• P18Make Decisions Under UncertaintyProblem Solving & Decision Making · Stage 5Show detailsHide

  Can act when information is incomplete by weighing evidence, uncertainty, risk and potential consequences.

  Learning outcome

  The learner can formulate and justify a decision in a complex situation with incomplete information, acknowledging risks and potential consequences.

  Skills inside this competency

  • Identify what information is known and what is missing or uncertain in a situation.
  • Assess the potential positive and negative consequences for different choices.
  • Weigh the level of risk associated with each potential consequence.
  • Make a reasoned decision and explain how key risks could be managed.

  Where you might use it

  • Deciding whether to accept a job offer with a new start-up company where its future is not guaranteed.
  • Making a significant personal financial investment based on market forecasts.
  • Choosing a medical treatment path where the outcome is not certain for any option.
  • Deciding whether to launch a new product based on incomplete market research.

  Evidence that you can do it

  A detailed written response to an ambiguous scenario, outlining the decision, the rationale, the acknowledged uncertainties, and a brief risk mitigation plan. This requires a high degree of analysis and judgement.

• P19Consider Wider and Ethical ImpactsProblem Solving & Decision Making · Stage 5Show detailsHide

  Can consider how a decision may affect other people, fairness, privacy, safety, shared resources or the environment, and explain how this changes what they decide.

  Learning outcome

  Learner can analyse a complex scenario, identify potential ethical and wider impacts on various stakeholders, and justify a decision based on this analysis.

  Skills inside this competency

  • Identifies stakeholders and groups potentially affected by a decision.
  • Analyses potential impacts related to fairness, privacy, and safety.
  • Weighs short-term needs against long-term environmental or community consequences.
  • Articulates ethical principles relevant to a complex situation.

  Where you might use it

  • Deciding on a new supplier for a small business, considering labour practices and environmental footprint.
  • Evaluating a proposal for a new community garden in a shared public space.
  • Considering the privacy implications of installing a security camera at home or in a shared residence.
  • Assessing the fairness of a new rostering system at work.

  Evidence that you can do it

  Completed scenario analysis worksheet and a written or verbal justification for a chosen course of action. Requires trainer observation of reasoning, not just a quiz score.

• P20Review Outcomes and Transfer LearningProblem Solving & Decision Making · Stage 5Show detailsHide

  Can look back at a decision or plan after it has happened, compare the result with what was expected, identify what to keep or change, and apply this to a new situation.

  Learning outcome

  Learner can analyse the results of a past project or decision, articulate specific lessons learned, and develop a plan to apply these lessons to a future, different situation.

  Skills inside this competency

  • Compares actual outcomes against original goals or expectations.
  • Analyses both the successes and failures of a process to identify root causes.
  • Distinguishes between situation-specific factors and general principles that can be transferred.
  • Formulates concrete strategies for applying learned lessons to a different context.

  Where you might use it

  • After a product launch, reviewing sales data and customer feedback to plan the next launch.
  • Reflecting on a completed home renovation project to better plan the next one.
  • Debriefing with a team after a community event to improve the process for next year.
  • Analysing why a personal budget failed and creating a new strategy for the following month.

  Evidence that you can do it

  A written reflection or report analysing a past event and outlining transferable lessons. Requires trainer judgement on the depth of analysis and the practicality of the transfer plan.

• R01Recognise Everyday Words and InformationPractical Reading · Stage 1Show detailsHide

  Can recognise familiar words, numbers, names, symbols and short phrases encountered in everyday life.

  Learning outcome

  Learner can identify specific, familiar, single pieces of information like their name, a price, or a common safety symbol in a simple visual context.

  Skills inside this competency

  • Matches a spoken word to its written form from a small selection.
  • Identifies personal name or a family member's name in a list.
  • Recognises common symbols like stop, exit, danger, or toilet signs.
  • Locates a single number, such as a price or bus number, on a label or sign.

  Where you might use it

  • Finding own name on a class list or appointment sheet.
  • Identifying the price on a tag in a supermarket.
  • Recognising the 'Exit' sign in a public building.
  • Matching a product name on a shopping list to the item on a shelf.

  Evidence that you can do it

  Correctly matching words to pictures, circling specific information on a simple document, or pointing to the correct sign. A simple quiz score is sufficient.

• R02Read Signs and Simple NoticesPractical Reading · Stage 1Show detailsHide

  Can understand the main message in common signs, labels, warnings and short public notices.

  Learning outcome

  Learner can interpret the primary meaning of simple, common signs and notices to make an appropriate decision or take a correct action.

  Skills inside this competency

  • Identifies the purpose of a sign (e.g., to warn, to inform, to direct).
  • Understands the meaning of common warning labels (e.g., 'Wet Paint', 'Caution: Hot Surface').
  • Follows a simple directional sign, such as an arrow pointing to 'Toilets'.
  • Gets the main point from a short notice like 'Shop closed today'.

  Where you might use it

  • Understanding a 'No Smoking' sign in a public area.
  • Reading a label on a cleaning product that says 'Keep out of reach of children'.
  • Following signs for the correct platform in a train station.
  • Reading a notice on a library door: 'Back in 15 minutes'.

  Evidence that you can do it

  Correctly answering simple comprehension questions about a sign's meaning (e.g., 'What does this sign tell you to do?'). Trainer observation may supplement a quiz score.

• R03Find Basic Personal InformationPractical Reading · Stage 1Show detailsHide

  Can locate names, dates, addresses, prices, times and other straightforward details in a short text.

  Learning outcome

  Learner can scan a short, simple text to extract specific, predictable pieces of information.

  Skills inside this competency

  • Scans a simple document to find a specific number such as a phone number or price.
  • Locates a specific date or time on an appointment card or ticket.
  • Finds a name and address on a letter or utility bill.
  • Identifies a key detail in a short text message, such as 'what to bring'.

  Where you might use it

  • Finding the due date and amount on a utility bill.
  • Locating the time and date of an appointment on a hospital letter.
  • Finding a friend's address in a text message to enter into a map application.
  • Identifying the price of an item on a simple catalogue page.

  Evidence that you can do it

  Correctly locating and writing down requested details from a sample document (e.g., bill, appointment card). A quiz score based on information retrieval is sufficient.

• R04Follow Simple Written InstructionsPractical Reading · Stage 1Show detailsHide

  Can read and follow short instructions containing a small number of clearly sequenced steps.

  Learning outcome

  Learner can read and correctly perform a sequence of up to three simple, clearly written steps.

  Skills inside this competency

  • Reads and follows a one- or two-step instruction (e.g., 'Push button to cross').
  • Follows a simple recipe with up to three steps using simple action words.
  • Correctly assembles a simple item following basic diagrams with labels.
  • Understands and can act on a sequence in a safety notice (e.g., 'In case of fire: 1. Exit building. 2. Call for help.').

  Where you might use it

  • Following the steps to prepare a packet soup.
  • Assembling a simple flat-pack item like a small shelf.
  • Following written directions to get from a bus stop to a nearby building.
  • Operating a simple ticket machine by following on-screen prompts.

  Evidence that you can do it

  Observation of the learner successfully completing a practical task by following written instructions. A quiz on sequencing steps is insufficient; evidence must be practical.

• R05Read Everyday MessagesPractical Reading · Stage 2Show detailsHide

  Can understand the purpose and important details of short text messages, emails and written reminders.

  Learning outcome

  Learner can read a short, informal message, identify its main purpose, extract key details, and decide what action, if any, is needed.

  Skills inside this competency

  • Identifies the sender and main purpose of a short email or message.
  • Extracts key information such as who, what, where, and when from a message.
  • Understands common abbreviations and informal language used in digital messages.
  • Determines if a message requires a response or action.

  Where you might use it

  • Reading a text from a friend asking to meet at a specific time and place.
  • Understanding a short email from a child's school about a non-uniform day.
  • Reading a reminder note left on the fridge about buying milk.
  • Interpreting a message from a manager about a change to a shift time.

  Evidence that you can do it

  Correctly answering comprehension questions about a series of sample messages. Requires more than a quiz score; evidence should show the learner can determine the implied action.

• R06Read Forms and ApplicationsPractical Reading · Stage 2Show detailsHide

  Can locate and interpret the information required to complete common paper or online forms.

  Learning outcome

  Learner can interpret the requests for information on a simple, common form and identify what personal details are needed for each field.

  Skills inside this competency

  • Identifies the purpose of a form from its title and headings.
  • Understands the meaning of common field labels (e.g., 'Surname', 'Date of Birth', 'Postcode').
  • Recognises instructions on a form, such as 'Please print clearly' or 'Select one option'.
  • Matches personal information to the correct fields on a form.

  Where you might use it

  • Reading a form to register at a local doctor's office.
  • Understanding the fields on an application for a library card.
  • Reading a simple job application form for a retail position.
  • Navigating an online form to sign up for a newsletter or loyalty program.

  Evidence that you can do it

  Correctly identifying what information goes into specific fields on a sample form. For a full assessment, observation of the learner completing a form accurately is needed.

• R07Read Timetables and SchedulesPractical Reading · Stage 2Show detailsHide

  Can locate useful information in calendars, timetables, appointments, rosters and schedules.

  Learning outcome

  The learner can accurately find specific details such as time, date, and location from simple, clearly formatted timetables and schedules.

  Skills inside this competency

  • Can find a specific time for an event or service.
  • Can identify the day, date, or location for an appointment or shift.
  • Can tell the difference between departure and arrival times.
  • Can use row and column headings to find information.

  Where you might use it

  • Checking a bus or train timetable to plan a journey.
  • Finding a specific appointment time on a confirmation card from a clinic.
  • Reading a weekly work roster to check shift times and days.
  • Looking at a school or community centre calendar to find event details.

  Evidence that you can do it

  Evidence includes correctly answering specific questions based on sample timetables (e.g., 'What time does the last bus leave?'). Quiz scores are sufficient if questions require finding discrete information.

• R08Read Labels and Product InformationPractical Reading · Stage 2Show detailsHide

  Can interpret commonly used product labels, packaging information, quantities, directions and warnings.

  Learning outcome

  The learner can locate and understand key safety, usage, and identifying information on common consumer product labels.

  Skills inside this competency

  • Can locate the expiry date or 'use by' date.
  • Can find the quantity, weight, or volume of the product.
  • Can identify common warning symbols and words (e.g., 'caution', 'flammable').
  • Can follow one or two-step usage or dosage instructions.

  Where you might use it

  • Checking the ingredients on a food package for allergens.
  • Reading the dosage instructions on a non-prescription medicine bottle.
  • Understanding the warnings on a bottle of household cleaner.
  • Checking the 'best before' date on a carton of milk before buying.

  Evidence that you can do it

  Evidence includes correctly answering questions about various product labels. Observation is needed for assessing if a learner can act on the information (e.g., selecting an appropriate product based on its label).

• R09Identify the Purpose of a TextPractical Reading · Stage 2Show detailsHide

  Can recognise whether a text is intended to inform, instruct, request, advertise, warn or persuade.

  Learning outcome

  The learner can correctly identify the primary purpose of a short, simple text from a given list of options.

  Skills inside this competency

  • Can distinguish an advertisement from an informational article.
  • Can identify instructional language, such as command verbs (e.g., 'Open', 'Insert').
  • Can recognise words and symbols associated with warnings.
  • Can spot features of persuasive texts, such as special offers or emotional language.

  Where you might use it

  • Looking at a flyer received in the mail to decide if it is an ad or a community notice.
  • Reading a short set of instructions for a new kettle.
  • Seeing a 'Wet Floor' sign and understanding it as a warning.
  • Reading a letter from a charity asking for a donation.

  Evidence that you can do it

  Evidence consists of correctly classifying a series of short texts by their main purpose (e.g., matching texts to purpose labels). Quiz score is sufficient.

• R10Identify Key Ideas and Supporting DetailsPractical Reading · Stage 3Show detailsHide

  Can distinguish the main point of a practical text from supporting or less important information.

  Learning outcome

  The learner can accurately state the main idea of a short, multi-paragraph text and identify at least two relevant supporting details.

  Skills inside this competency

  • Can find the sentence in a paragraph that states the main idea.
  • Can separate the main point of a message from the examples that illustrate it.
  • Can explain the main idea of a short text in their own words.
  • Can identify information that is extra or not essential to the main point.

  Where you might use it

  • Reading a workplace email to understand the key change being announced.
  • Reading an information leaflet about a new recycling program to find out the main rules.
  • Understanding a news article about a local road closure.
  • Reading a letter from a child's school to understand the main reason for the communication.

  Evidence that you can do it

  Evidence includes written answers to comprehension questions that specifically ask for the main idea and supporting details. Trainer observation of highlighting or annotation of a text is also valid evidence.

• R11Understand Information in SequencePractical Reading · Stage 3Show detailsHide

  Can interpret events, instructions or processes presented in chronological or logical order.

  Learning outcome

  The learner can reconstruct and explain the order of five to seven steps or events in a written text and independently complete a practical task by following written instructions in the required order.

  Skills inside this competency

  • Can complete a practical task by following written instructions containing five to seven steps in the required order.
  • Can identify words, numbers and dates that indicate the order of steps or events.
  • Can put mixed-up steps or events into the order established by a text.
  • Can explain the sequence of events in a short report or narrative.

  Where you might use it

  • Preparing a cold snack by following written instructions.
  • Assembling a simple desktop organiser from written directions.
  • Reading a workplace incident report to establish the order of events.
  • Following written steps to complete a simulated library-card application.

  Evidence that you can do it

  Collect a correctly ordered sequence and a brief explanation grounded in the text, together with trainer observation of an independently completed practical task following five to seven written steps. The observation record must confirm the required order, the completed result and any assistance given. A sequencing response alone does not satisfy the practical subskill.

• R12Work Out Meaning from ContextPractical Reading · Stage 3Show detailsHide

  Can use surrounding words, headings, images or examples to understand unfamiliar vocabulary and expressions.

  Learning outcome

  The learner can provide a reasonable, context-based definition for unfamiliar words encountered in a practical, informational text.

  Skills inside this competency

  • Can use a definition provided directly within the text.
  • Can infer the meaning of a word from examples given nearby.
  • Can use an accompanying picture, diagram or chart to understand a word.
  • Can use their knowledge of the overall topic to make a reasonable guess about a word's meaning.

  Where you might use it

  • Reading a health leaflet that explains a technical term in the next sentence.
  • Understanding an unfamiliar word in a work manual by looking at the accompanying diagram.
  • Reading a news article and guessing a word's meaning based on the story's context.
  • Figuring out a term in a hobby magazine based on the surrounding descriptions.

  Evidence that you can do it

  Evidence includes the learner's written or verbal explanation of a targeted word's meaning, supported by pointing to the clues they used in the text. A multiple-choice quiz can also be used.

• R13Read Workplace and Service DocumentsPractical Reading · Stage 3Show detailsHide

  Can read a routine workplace or service document, such as a roster, policy notice or service letter, and identify what it is about, the key facts and any action they need to take.

  Learning outcome

  The learner can locate specific information, determine the main purpose, and identify any required action from a routine workplace or service document.

  Skills inside this competency

  • Can locate key details in a work memo, such as date, sender, and main point.
  • Can identify the purpose of a service bill, such as the amount due and payment date.
  • Can find specific instructions in a standard operating procedure (SOP).
  • Can understand the required next step from a customer service email or letter.

  Where you might use it

  • Reading a memo about upcoming health and safety training at work.
  • Understanding a monthly utility bill to check charges and find the due date.
  • Following a simple written procedure for logging into a new work system.
  • Reading an email from a supplier confirming an order and delivery date.

  Evidence that you can do it

  Evidence includes correctly answering questions about sample documents and correctly completing a related task (e.g., filling out a form based on a policy memo). Trainer observation of performance in a simulated task is valuable.

• R14Read Information Presented in Different FormatsPractical Reading · Stage 3Show detailsHide

  Can combine information from paragraphs, lists, tables, diagrams, icons and other common formats.

  Learning outcome

  The learner can successfully synthesise information from at least two different formats (e.g., text and table) within a single document to answer a question or make a decision.

  Skills inside this competency

  • Can read a paragraph of text and find related data in an accompanying table.
  • Can use a simple diagram or map to understand a process or location described in text.
  • Can interpret the meaning of common icons or symbols used within a body of text.
  • Can extract information from both a list and a paragraph to answer a single question.

  Where you might use it

  • Reading a product description on a website and checking its technical specifications in a table below.
  • Understanding a news article about weather that refers to a temperature chart.
  • Using an information leaflet that has both text explaining services and a map showing locations.
  • Reading a report that summarises findings in a paragraph and presents the data in a simple bar graph.

  Evidence that you can do it

  Evidence requires activities where information is deliberately split across formats. The learner's ability to combine the information in their answer must be assessed, so quiz score alone is insufficient.

• R15Compare Information Across TextsPractical Reading · Stage 4Show detailsHide

  Can identify similarities, differences and relevant information across two or more sources.

  Learning outcome

  The learner will compare two or more texts on the same topic to identify key similarities and differences and make a supported choice.

  Skills inside this competency

  • Can locate corresponding points in each text.
  • Can identify where information agrees or conflicts.
  • Can synthesise related details from different sources into a single understanding.
  • Can determine which source is more detailed or relevant for a specific question.

  Where you might use it

  • Comparing mobile phone plan offers from two different providers.
  • Reading user reviews for the same product on different websites.
  • Checking event details on an official website against a social media post.
  • Reviewing two different news articles about the same local event.

  Evidence that you can do it

  Completion of a comparison table or a short written summary identifying key points of agreement and disagreement. A quiz score alone is insufficient; assessment of the written product is required.

• R16Interpret Detailed Instructions and ProceduresPractical Reading · Stage 4Show detailsHide

  Can follow multi-step instructions containing conditions, choices or additional explanatory information.

  Learning outcome

  The learner will correctly interpret and apply a set of multi-step instructions containing conditional logic to complete a task or answer a specific question.

  Skills inside this competency

  • Can identify the sequence of main steps in a procedure.
  • Can locate and understand conditional statements (e.g., 'if...then', 'for X, do Y').
  • Can interpret diagrams, tables, or call-outs that supplement the main text.
  • Can track progress through a multi-step, non-linear process.

  Where you might use it

  • Assembling flat-pack furniture using a manual with diagrams.
  • Following a complex recipe with optional ingredients and alternative steps.
  • Completing a government form that has different sections based on personal circumstances.
  • Following a workplace procedure for reporting a complex fault, including escalation steps.

  Evidence that you can do it

  Successful completion of a practical task or accurate navigation through a scenario based on the instructions. This requires trainer observation or assessment of the final product/outcome; a quiz alone is insufficient.

• R17Make Reasonable InferencesPractical Reading · Stage 4Show detailsHide

  Can identify information that is implied but not directly stated in a practical text.

  Learning outcome

  The learner will read a practical text and accurately identify key information that is implied but not explicitly stated, supporting their conclusion with evidence from the text.

  Skills inside this competency

  • Can use context clues to understand the author's purpose or tone.
  • Can draw logical conclusions based on the information provided.
  • Can predict a likely outcome based on events or details in the text.
  • Can understand relationships between people or events that are suggested but not explicit.

  Where you might use it

  • Reading a workplace email about 'team restructuring' and inferring potential changes to job roles.
  • Reading a landlord's notice about 'upcoming property inspections' and inferring the need to tidy the property.
  • Understanding the subtext in a classified ad for a 'mechanic's special' car, implying it needs repairs.
  • Reading a brief news report about a road closure and inferring the impact on a travel route.

  Evidence that you can do it

  Written or verbal answers to inferential questions (e.g., 'Why do you think...?,' 'What might happen next?'). Evidence must include the learner pointing to the textual clues that support their inference.

• R18Summarise Practical InformationPractical Reading · Stage 4Show detailsHide

  Can read a longer practical document, or two or three related texts, and pass on the main points accurately in a short spoken or written summary for someone else.

  Learning outcome

  The learner will independently produce and check a concise, accurate summary of a longer practical document or several related texts, retaining the main ideas and details needed by the intended audience.

  Skills inside this competency

  • Identify the main ideas in a longer practical document or several related texts.
  • Select essential details relevant to the summary's purpose and intended audience.
  • Condense and paraphrase information without changing its meaning.
  • Check the summary against the sources for accuracy, missing essentials, and suitability for the audience.

  Where you might use it

  • Reading a new tenancy agreement and summarising the key obligations for a family member.
  • Reviewing a long email chain to provide a manager with a brief update.
  • Summarising the main findings of a consumer report on home appliances before making a purchase.
  • Condensing a set of safety guidelines into a short team briefing without omitting essential precautions.

  Evidence that you can do it

  An observed or trainer-verified task in which the learner produces a written or spoken summary and checks it against the provided sources. Retain the sources, task brief, and written summary or recording or trainer record of the spoken response. Assess selection of main ideas and essential details, accuracy, conciseness, and suitability for the audience; a quiz alone is insufficient.

• R19Evaluate the Reliability of Written InformationPractical Reading · Stage 5Show detailsHide

  Can consider authorship, evidence, date, purpose and other indicators when deciding whether written information is trustworthy.

  Learning outcome

  The learner will evaluate a source of information and make a justified decision about its reliability, based on criteria such as author, purpose, date, and evidence.

  Skills inside this competency

  • Can identify the author and consider their potential bias or expertise.
  • Can check for a publication date to assess if the information is current.
  • Can question the purpose of the text (e.g., to inform, persuade, or sell).
  • Can look for evidence, sources, or verifiable facts to support claims made in the text.

  Where you might use it

  • Assessing a health advice article found through a social media link.
  • Comparing information on a government website versus a personal blog about a new regulation.
  • Evaluating a contractor's online testimonials to decide if they seem authentic.
  • Deciding whether a 'news' story shared in a group chat is credible before sharing it further.

  Evidence that you can do it

  A written analysis or completed checklist evaluating a given text against reliability criteria. A quiz score is insufficient; this requires trainer assessment of the learner's reasoning and justification.

• R20Interpret Policies, Conditions and ResponsibilitiesPractical Reading · Stage 5Show detailsHide

  Can identify important rights, responsibilities, conditions, exclusions and consequences within practical policies or agreements.

  Learning outcome

  The learner will read a formal agreement or policy and accurately identify key rights, responsibilities, and the potential consequences of specific actions described in a scenario.

  Skills inside this competency

  • Can locate and interpret clauses defining rights and obligations.
  • Can identify specific conditions, exclusions, or limitations within the text.
  • Can trace the consequences of non-compliance as stated in the policy.
  • Can navigate complex sentence structures and formal language to extract key meanings.

  Where you might use it

  • Reading an employment contract to understand leave entitlements and termination clauses.
  • Interpreting a credit card agreement to find information on interest rate changes and penalty fees.
  • Reviewing a community housing policy on resident responsibilities and visitor rules.
  • Understanding the terms and conditions for a software application or online service.

  Evidence that you can do it

  Correctly answering scenario-based questions about a policy document (e.g., 'What happens if a payment is late according to this contract?'). Evidence is the learner's ability to locate and correctly interpret the relevant clauses.

• R21Evaluate Claims and ArgumentsPractical Reading · Stage 5Show detailsHide

  Can distinguish evidence, opinion, assumptions and persuasive claims within written material.

  Learning outcome

  The learner can distinguish evidence, opinion, assumptions and persuasive claims within written material, explain how each contributes to the argument, and judge whether the evidence supports the main claim.

  Skills inside this competency

  • Can identify the main claim or argument in a written text.
  • Can distinguish supporting evidence from the author's opinions and explain why a checkable statement is not automatically evidence for a claim.
  • Can identify unstated assumptions that the argument relies on and distinguish them from evidence provided in the text.
  • Can identify persuasive claims and explain how emotive language or appeals to the reader are used to encourage agreement.
  • Can assess whether the evidence supports the main claim and explain where the argument depends on opinion, assumptions or persuasion instead.

  Where you might use it

  • Reading an opinion piece in a newspaper about a local development project.
  • Analysing a marketing brochure that makes strong claims about a product's effectiveness.
  • Reading letters to the editor to understand different viewpoints on a community issue.
  • Evaluating a politician's leaflet that presents arguments for a new policy.

  Evidence that you can do it

  A trainer-assessed annotated text and short written or spoken analysis in which the learner identifies the main claim, distinguishes evidence, opinions, unstated assumptions and persuasive claims, and explains their choices with examples. The trainer verifies that the learner identifies assumptions the argument relies on and gives a reasoned judgement about how well the evidence supports the claim.

• R22Integrate Information for ActionPractical Reading · Stage 5Show detailsHide

  Can combine information from several written sources, including ones that disagree or are out of date, decide which to rely on, and use it to make a decision or complete a practical task.

  Learning outcome

  The learner will synthesise information from three or more varied sources to develop a justified plan of action or make a reasoned decision that accounts for any conflicting information.

  Skills inside this competency

  • Can synthesise related information from multiple sources to build a comprehensive picture.
  • Can identify and resolve or account for contradictions between sources.
  • Can prioritise information based on its relevance and reliability for a specific goal.
  • Can formulate a clear plan of action or justification for a decision based on the integrated information.

  Where you might use it

  • Planning a significant trip by integrating information from travel websites, government advisories, and transport timetables.
  • Researching a major purchase (e.g., a used car) by combining manufacturer specs, user reviews, and a mechanical report.
  • Helping a family member understand a medical issue by reading a doctor's leaflet, a health website, and a patient forum.
  • Developing a workplace proposal by integrating market research, competitor analysis, and supplier quotes.

  Evidence that you can do it

  A written plan, a decision-making matrix, or a short report that explains a final decision. The evidence must show how information from different sources was used and how any conflicts were handled. Product-based evidence is essential.

• W01Enter Basic Personal InformationPractical Writing · Stage 1Show detailsHide

  Can accurately write or enter common personal details such as name, contact information and dates.

  Learning outcome

  The learner will be able to write or type their key personal details onto simple paper or digital forms with 100% accuracy.

  Skills inside this competency

  • Can print own full name clearly.
  • Can write own address and phone number.
  • Can write dates in a required format (e.g., DD/MM/YYYY).
  • Can copy an email address accurately.

  Where you might use it

  • Filling out a sign-in sheet at a doctor's office.
  • Completing the 'personal details' section of a job application.
  • Registering for a library card online.
  • Adding contact details to a child's school emergency form.

  Evidence that you can do it

  Completed forms (paper or digital) showing accurate entry of personal details. Requires trainer observation of the process or review of the completed product, not just a quiz score.

• W02Write Short Everyday NotesPractical Writing · Stage 1Show detailsHide

  Can produce short, understandable notes, reminders and simple written messages.

  Learning outcome

  The learner will be able to write a simple, legible note or message that clearly communicates its intended purpose.

  Skills inside this competency

  • Can write a short shopping list.
  • Can write a reminder for an appointment, including date, time, and place.
  • Can leave a simple, single-idea note for a family member (e.g., 'Gone to the shop').
  • Can write down a phone message for someone, including the caller's name and number.

  Where you might use it

  • Leaving a note on the fridge for a family member.
  • Writing a list of items to buy at the supermarket.
  • Jotting down a reminder for an upcoming appointment on a calendar.
  • Taking a phone message for a co-worker who is away from their desk.

  Evidence that you can do it

  A portfolio of written notes and messages for various purposes. Assessed by trainer review of the written product for clarity and legibility.

• W03Complete Simple FormsPractical Writing · Stage 1Show detailsHide

  Can complete a whole short form, such as a sign-up, booking or request form, by following its instructions, choosing options, writing short answers and checking it before submitting.

  Learning outcome

  The learner can complete all required parts of a short sign-up, booking or request form, follow its instructions, select suitable options, give short factual answers and check for missing or incorrect entries before submitting.

  Skills inside this competency

  • Can follow a short form's instructions to complete all required parts.
  • Can tick boxes or choose from given options as instructed.
  • Can enter or copy requested information into the correct fields.
  • Can write short factual answers, including yes or no where required.
  • Can check the whole form for missing or incorrect entries and correct any found before submitting.

  Where you might use it

  • Filling out a patient intake form at a clinic that asks about symptoms.
  • Completing a feedback form after a service, using a rating scale and checkboxes.
  • Applying for a store loyalty program that asks about shopping preferences.
  • Completing a simple incident report form at work with set questions.

  Evidence that you can do it

  A completed short form reviewed by a trainer, with trainer observation confirming that the learner follows the instructions, chooses options, writes short answers and checks the whole form before submitting, correcting any missing or incorrect entries.

• W04Write Simple SentencesPractical Writing · Stage 1Show detailsHide

  Can communicate a clear idea using understandable words, basic sentence structure and appropriate punctuation.

  Learning outcome

  The learner will be able to write a series of simple sentences on a familiar topic, each with correct basic structure and punctuation.

  Skills inside this competency

  • Can form a simple sentence with a subject and verb (e.g., 'I work.').
  • Can use a capital letter at the beginning of a sentence.
  • Can use a full stop at the end of a sentence.
  • Can join two simple ideas using 'and' (e.g., 'I work and I learn English.').

  Where you might use it

  • Writing a caption for a personal photo in an album.
  • Answering a simple question in a text message.
  • Adding a comment to a colleague's leaving card.
  • Writing an entry in a simple learning journal.

  Evidence that you can do it

  A short written sample (3-5 sentences) on a given topic, assessed for correct sentence structure (subject-verb), capitalization, and end punctuation.

• W05Write Clear Text MessagesPractical Writing · Stage 2Show detailsHide

  Can compose short digital messages that communicate purpose and essential information clearly.

  Learning outcome

  The learner will be able to write a short digital message for a specific purpose that is clear, concise, and appropriate for the recipient.

  Skills inside this competency

  • Can state the main point of a message at the beginning.
  • Can include key information such as time, place, or a specific question.
  • Can use common abbreviations and emojis appropriately for the context and audience.
  • Can read over a message before sending to check for clarity.

  Where you might use it

  • Texting a friend to arrange a meeting place and time.
  • Sending a message to a supervisor to report you are running late for work.
  • Replying to a message from a community group about an event.
  • Sending a quick question to a family member about a shared task.

  Evidence that you can do it

  A portfolio of sample messages written in response to different scenarios. Assessed for clarity, purpose, and appropriate tone. Requires review of the written product.

• W06Write Basic EmailsPractical Writing · Stage 2Show detailsHide

  Can write a simple email with an appropriate greeting, purpose, relevant details and closing.

  Learning outcome

  The learner will be able to compose, check, and send a basic email with a subject, suitable greeting, clear purpose, relevant details, closing, and requested file attachment in a controlled training environment.

  Skills inside this competency

  • Can write a short subject line that identifies the email's purpose.
  • Can choose a greeting and closing suitable for the reader.
  • Can write a brief email body stating the purpose and relevant details in a clear order.
  • Can attach the requested file and check that the correct file is attached.
  • Can check the recipient and send the email in a supervised or verifiable training environment.

  Where you might use it

  • Asking a training employer a question about a vacancy and attaching a supplied availability sheet.
  • Informing a fictional teacher of an absence and attaching a supplied absence form.
  • Sending a meter reading to a simulated service provider with a supplied reading image.
  • Replying to a training colleague with a brief confirmation and an attached meeting note.

  Evidence that you can do it

  Collect completed emails for familiar scenarios and have a trainer assess their structure, clarity, relevant details, and suitability for the reader. At least one assessed task must include selecting the intended recipient, attaching and checking the requested file, and completing a send action in a controlled training account or verifiable simulator. Retain trainer observation notes or a reviewable system record confirming these actions, alongside the message and attachment details. Record assistance provided; composed texts or quizzes alone do not meet the evidence requirement.

• W07Write Everyday InstructionsPractical Writing · Stage 2Show detailsHide

  Can write short instructions in a logical sequence so that another person can follow them.

  Learning outcome

  The learner will be able to write a set of clear, sequenced steps for a simple, multi-step task that another person can successfully follow.

  Skills inside this competency

  • Can break a simple process down into individual steps.
  • Can use command verbs (e.g., 'Open', 'Write', 'Turn') to start each step.
  • Can number the steps to show the correct sequence.
  • Can review the instructions from another person's perspective to check for clarity.

  Where you might use it

  • Writing instructions for a visitor on how to connect to the house Wi-Fi.
  • Leaving a note for a co-worker explaining how to complete a simple, routine task.
  • Writing the steps for a simple recipe for a family member.
  • Describing the route from the bus stop to your home in a message.

  Evidence that you can do it

  The written instructions, which are then tested by another person. Success is based on the user's ability to follow the instructions, confirmed by trainer observation.

• W08Describe People, Places, Objects and EventsPractical Writing · Stage 2Show detailsHide

  Can write a short, clear factual description, such as a lost-item report, directions to a place or what happened at an event, choosing details that help the reader.

  Learning outcome

  The learner will be able to write a short paragraph that clearly describes a person, place, object, or simple event using relevant details.

  Skills inside this competency

  • Can select key features to describe a person, place, or object.
  • Can use simple descriptive words (adjectives) to add detail.
  • Can describe a simple event by outlining what happened in sequence.
  • Can organize details in a logical way (e.g., top to bottom, beginning to end).

  Where you might use it

  • Writing a description of a lost item for a notice board.
  • Describing a person in an email to help a friend identify them at an airport.
  • Writing a brief description of a faulty product for a customer service complaint.
  • Describing a minor workplace accident for a simple incident report.

  Evidence that you can do it

  A portfolio of short descriptive texts on various topics. Assessed by a trainer for clarity, use of detail, and logical organisation.

• W09Record Practical InformationPractical Writing · Stage 2Show detailsHide

  Can write accurate factual records, such as appointments, deliveries, payments or incidents, including the date, time, people involved and what happened, so others can rely on them.

  Learning outcome

  The learner will accurately record essential factual details from a simple source onto a note or form.

  Skills inside this competency

  • Identifies key pieces of information to be recorded from spoken or written sources.
  • Writes numbers, names, and short phrases clearly and accurately.
  • Records information in a logical sequence or in a designated space.
  • Checks that recorded information matches the source (e.g., numbers, spelling of names).

  Where you might use it

  • Taking a phone message with a name, number, and brief reason for the call.
  • Writing down appointment details given by a receptionist.
  • Noting opening hours from a sign on a shop door.
  • Listing items to buy with quantities after checking supplies at home.

  Evidence that you can do it

  A completed form, log sheet, or note with all required details recorded accurately. Can be assessed via product evidence, observation may not be required.

• W10Organise Information into ParagraphsPractical Writing · Stage 3Show detailsHide

  Can group related ideas logically and use paragraphs to make a document easier to understand.

  Learning outcome

  The learner will write a short text of two or more paragraphs, with each paragraph focused on a distinct main idea.

  Skills inside this competency

  • Identifies the single main idea for a paragraph.
  • Groups related sentences that support a main idea.
  • Starts a new paragraph when the topic changes.
  • Uses indentation or a blank line to visually separate paragraphs.

  Where you might use it

  • Writing an email to a landlord explaining two separate issues (e.g., one paragraph for the leaking tap, another for the broken lock).
  • Drafting a complaint letter where one paragraph describes the problem and the next describes the desired solution.
  • Writing a short report for work, with separate paragraphs for 'what happened' and 'what was done'.
  • Contributing to a community newsletter with a short, multi-paragraph story.

  Evidence that you can do it

  A short written text (e.g., email, report) produced by the learner, demonstrating correct use of paragraphs. Trainer assessment of the product is required.

• W11Adapt Tone to PurposePractical Writing · Stage 4Show detailsHide

  Can choose appropriate wording and level of formality for personal, community, learning and workplace situations.

  Learning outcome

  The learner will produce two versions of a short message on the same topic, adapted for a formal and an informal audience.

  Skills inside this competency

  • Identifies the intended reader and the purpose of the communication.
  • Distinguishes between formal and informal language choices.
  • Selects a suitable greeting, closing, and vocabulary for the context.
  • Adjusts sentence structure for a more or less formal effect.
  • Maintains a consistent and appropriate tone throughout a piece of writing.

  Where you might use it

  • Writing a formal email to a hiring manager versus sending a text message to a colleague about the same job opportunity.
  • Drafting a letter of complaint to a company versus posting a negative review online.
  • Writing a thank-you note for a gift from a grandparent versus a formal thank-you letter to a professional mentor.
  • Requesting information from a government agency versus asking for help on a community social media group.

  Evidence that you can do it

  Two distinct written products demonstrating a change in tone, vocabulary, and formality. Trainer assessment is required to evaluate the nuances of tone.

• W12Make Written Requests and EnquiriesPractical Writing · Stage 3Show detailsHide

  Can clearly explain what information, assistance or action is required and provide necessary supporting details.

  Learning outcome

  The learner will write a clear and complete request or enquiry that contains a purpose, supporting details, and a desired outcome.

  Skills inside this competency

  • Clearly states the purpose of the request or enquiry in the opening.
  • Includes all necessary details (e.g., account numbers, order details, dates).
  • Specifies the desired outcome or the question to be answered.
  • Provides clear contact details for a reply.

  Where you might use it

  • Emailing a utility company to ask about a high bill, providing the account number and billing period.
  • Using a website's contact form to ask if an item is in stock, providing the product name and code.
  • Writing a note to a child's school to request information about an upcoming trip.
  • Emailing a training provider to enquire about course dates and costs.

  Evidence that you can do it

  A written email, message, or completed form that effectively communicates a request. Trainer assessment of the product's clarity and completeness is required.

• W13Proofread Everyday WritingPractical Writing · Stage 3Show detailsHide

  Can identify and correct common problems involving spelling, grammar, punctuation, missing information and clarity.

  Learning outcome

  The learner will proofread a supplied everyday text and a sample of their own writing, making appropriate edits. Across the assessed samples, they will correct common spelling, grammar and punctuation errors, add missing information, clarify unclear wording and correct inaccurate key details, producing writing that communicates the intended message clearly and completely.

  Skills inside this competency

  • Reads their own everyday writing and revises unclear wording so the intended meaning is clear.
  • Finds and corrects common spelling errors, using a checking tool if needed.
  • Checks and corrects common grammar and punctuation errors.
  • Adds missing information needed by the reader.
  • Checks names, dates, numbers and other key details against available source information and corrects inaccuracies.

  Where you might use it

  • Reviewing a short email to a colleague before sending.
  • Checking a completed application form for errors or missing information before submitting.
  • Revising a text message so the recipient knows what to do and when.
  • Checking a short for-sale notice for clear wording, accurate details and language errors.

  Evidence that you can do it

  Retain before-and-after versions of a supplied text and a sample of the learner's own writing, with edits clearly identifiable. A trainer must verify the learner's editing performance through observation or a review in which the learner demonstrates their edits. Record successful correction across spelling, grammar, punctuation, missing information, clarity and factual accuracy; use the supplied text to cover dimensions absent from the learner's own draft. Quizzes or error identification alone do not meet the evidence requirement.

• W14Write Explanations and SummariesPractical Writing · Stage 3Show detailsHide

  Can communicate the essential points of an event, process, discussion or source in concise written form.

  Learning outcome

  The learner will write a concise summary that accurately conveys a short source's main points and a clear explanation that sets out the necessary steps or reasons for a familiar process or event.

  Skills inside this competency

  • Selects the main ideas and relevant details from an event, discussion or source.
  • Summarises information concisely in their own words while preserving its meaning.
  • Explains how something works, how to complete a process or why something happened, including the necessary steps or reasons.
  • Organises written points logically and uses clear links to show sequence or cause.
  • Checks that a summary or explanation is accurate, clear and suitable for its reader.

  Where you might use it

  • Summarising the key points from a short workplace safety video.
  • Writing a short, step-by-step explanation of how to use familiar equipment for a new colleague.
  • Writing a short email to an absent team member summarising meeting decisions.
  • Explaining to a community group why a local event's arrangements changed, using supplied facts.

  Evidence that you can do it

  A written summary and a separate written explanation produced by the learner in an observed writing task or with trainer verification of authorship. The trainer checks the summary against its source for accurate selection of main points, own-word expression and conciseness, and checks the explanation against verified facts or process details for completeness of necessary steps or reasons, logical links and reader clarity.

• W15Write Professional CorrespondencePractical Writing · Stage 4Show detailsHide

  Can prepare clear and appropriately structured workplace or service-related correspondence.

  Learning outcome

  The learner will draft a piece of professional correspondence that is clear, well-structured, and appropriate in tone for a given workplace scenario.

  Skills inside this competency

  • Write a useful subject line
  • Keep message focused
  • Choose a suitable tone

  Where you might use it

  • Emailing a customer to provide an update on their order.
  • Writing a memo to a team about a change in a weekly meeting schedule.
  • Drafting a formal letter to a supplier to query an invoice.
  • Responding to a client's enquiry with detailed information about a service.

  Evidence that you can do it

  A completed email, memo, or letter. Trainer assessment is required to evaluate structure, clarity, and appropriateness of tone.

• W16Write Applications and Supporting StatementsPractical Writing · Stage 4Show detailsHide

  Can present relevant experience, skills and information when responding to an opportunity or requirement.

  Learning outcome

  The learner will write a short supporting statement that analyses requirements and matches their personal skills and experience to them.

  Skills inside this competency

  • Analyses the requirements of an application or opportunity to understand the criteria for success.
  • Selects personal skills, experience, and qualifications that are most relevant to the criteria.
  • Presents information clearly and persuasively, using positive and formal language.
  • Structures a supporting statement to address specific requirements and provide evidence.

  Where you might use it

  • Writing a cover letter for a job that matches skills to the job description.
  • Completing the 'supporting statement' section of an online application for a promotion.
  • Writing a personal statement to apply for a competitive training course.
  • Drafting a proposal to apply for a small grant for a community project.

  Evidence that you can do it

  A completed application form section or a short cover letter/statement. Trainer assessment is needed to evaluate the analysis, persuasion, and relevance of the content.

• W17Write Structured Reports and RecordsPractical Writing · Stage 4Show detailsHide

  Can organise information into a formal report or record with clear headings, such as an incident report, progress report or meeting record, and include facts, outcomes and next steps.

  Learning outcome

  The learner can produce a formal report or record that presents relevant facts in a logical order under clear headings, states what happened as a result, and records what needs to happen next.

  Skills inside this competency

  • Choose clear headings suited to the type of report or record
  • Group related information under headings in a logical order
  • Write accurate factual statements without adding unsupported details
  • State the outcomes of the incident, work or discussion
  • Record next steps, including who will act and by when where this information is available

  Where you might use it

  • Completing a detailed incident report at work after a safety breach
  • Writing a formal progress report for a community project committee
  • Documenting a multi-step process for a training manual
  • Preparing a summary report of customer feedback for a manager

  Evidence that you can do it

  A learner-written incident report, progress report or meeting record based on a workplace scenario. The trainer verifies that the learner organised the information under clear headings, recorded facts accurately and objectively, and included outcomes and next steps supported by the scenario.

• W18Present a Supported Written ViewpointPractical Writing · Stage 4Show detailsHide

  Can state a position and support it with relevant reasons, examples or evidence.

  Learning outcome

  The learner will be able to write a short, persuasive text that states a clear viewpoint and supports it with relevant reasons or evidence.

  Skills inside this competency

  • Describe the issue with facts
  • Refer to evidence
  • Request a specific outcome

  Where you might use it

  • Writing a letter to a local council arguing for a new pedestrian crossing
  • Emailing a manager to request a change in work procedures, providing reasons why
  • Contributing a written submission to a public consultation on a community issue
  • Writing a product review that explains a specific rating

  Evidence that you can do it

  Production of a written piece (e.g., email, letter, online post) that presents a supported argument. Evidence is the written product, assessed on clarity of viewpoint, relevance of support, and logical structure.

• W19Adapt Writing for Different AudiencesPractical Writing · Stage 5Show detailsHide

  Can substantially change language, structure, detail and tone to suit different readers and purposes.

  Learning outcome

  The learner will be able to produce two distinct versions of a written communication, effectively adapted for different audiences and purposes.

  Skills inside this competency

  • Identify the needs and expectations of a specific audience
  • Select a tone (e.g., formal, informal, persuasive, instructional) appropriate for the audience
  • Adjust the level of detail and vocabulary for the intended reader
  • Choose a format and structure that best suits the purpose and audience

  Where you might use it

  • Writing an email to a friend and then a formal memo to a manager about the same workplace issue
  • Creating a simple safety notice for the public and a detailed technical report for an auditor
  • Drafting a social media post to promote a community event and an official invitation for VIP guests
  • Explaining a complex medical condition in a note to a family member versus in a formal letter to an insurance company

  Evidence that you can do it

  Production of two or more written pieces on the same topic, adapted for different audiences. Evidence is the tangible difference in tone, language, structure, and detail between the documents. Requires trainer review.

• W20Integrate Information from Multiple SourcesPractical Writing · Stage 5Show detailsHide

  Can select, reorganise and appropriately acknowledge information drawn from several sources.

  Learning outcome

  The learner will be able to produce a single, coherent written document that combines and cites information from at least two different sources.

  Skills inside this competency

  • Extract key information relevant to a specific purpose from different texts
  • Synthesise and combine related ideas from multiple sources into a new, coherent text
  • Paraphrase source information using own words
  • Attribute information to its original source in a simple, consistent way

  Where you might use it

  • Writing a short report for a manager combining feedback from three customer emails
  • Preparing a presentation slide that summarises information from a news article and a company website
  • Creating a personal budget by pulling data from bank statements, utility bills, and pay slips
  • Writing a summary of a community meeting using the official minutes and a local news report

  Evidence that you can do it

  Production of a written summary or report that correctly synthesises and attributes information from provided sources. Assessment by a trainer is required to judge the quality of the synthesis and attribution.

• W21Revise Writing for Clarity and ImpactPractical Writing · Stage 5Show detailsHide

  Can critically review a substantial piece of their own writing, then reorganise, cut, correct or rewrite content to improve its structure, accuracy, accessibility, tone and effectiveness for its purpose and audience.

  Learning outcome

  The learner will independently review and substantively revise their own substantial draft, explaining how changes improve its structure, accuracy, clarity, accessibility, tone and effectiveness for the intended audience.

  Skills inside this competency

  • Critically review their own substantial draft against its purpose, audience and intended effect
  • Reorganise content to strengthen logical flow, emphasis and impact
  • Revise wording to improve accuracy, clarity, conciseness, accessibility and tone
  • Evaluate the revised version and explain how substantive changes improve its effectiveness
  • Give another writer constructive feedback as supplementary peer-editing practice

  Where you might use it

  • Revising their own workplace report to clarify findings and strengthen recommendations
  • Editing their own community newsletter article to improve organisation and accessibility
  • Revising their own formal complaint to clarify events, supporting details and the requested outcome
  • Refining their own funding application to strengthen its case
  • Giving a colleague feedback on a document as supplementary peer-editing practice

  Evidence that you can do it

  Require the original and revised versions of the learner's own substantial draft, its stated purpose and audience, self-review notes and a brief explanation of substantive changes. Trainer assessment must compare both versions and verify the learner's authorship and revision decisions through observation or a process discussion supported by the submitted evidence. Peer-edited or provided drafts may supplement this evidence but cannot replace it; quizzes alone are insufficient.

• W22Produce Complex Practical DocumentsPractical Writing · Stage 5Show detailsHide

  Can independently plan, draft and refine substantial documents that combine information, explanation and judgement.

  Learning outcome

  The learner will be able to independently produce a substantial, multi-component document that effectively serves a complex practical purpose.

  Skills inside this competency

  • Plan the structure and content of a multi-section document to meet a specific need
  • Integrate information from various sources with original analysis or commentary
  • Draft substantial sections of text that present complex information clearly
  • Review and refine the entire document for coherence, accuracy, and professional presentation

  Where you might use it

  • Developing a business proposal for a new service, including market research, financial projections, and an implementation plan
  • Writing a formal report for a committee that evaluates several options and recommends a course of action
  • Creating a detailed project plan for a community event, including budget, timeline, and role descriptions
  • Assembling a portfolio of evidence and reflective statements for a formal qualification or job promotion

  Evidence that you can do it

  A completed complex document (e.g., proposal, major report, project plan). Assessment requires expert judgement by the trainer against a detailed rubric covering structure, content, clarity, and purpose. This cannot be assessed by a quiz.