NCFE Level 1Digital Functioning Skills

The NCFE Level 1 Digital Functional Skills course, offered at Venn Boulevard Centre, focuses on essential digital skills crucial for today’s technological landscape. The content encompasses practical aspects such as using digital devices, software applications and online tools effectively. Students are likely to develop skills in areas like word processing, spreadsheet use and digital communication.

The benefits for progression are significant, as the course equips students with fundamental digital literacy, enhancing their capabilities for further education and future employment. Proficiency in digital skills is increasingly vital in various industries, and the course provides a valuable skill set for continued academic pursuits or entry into the work force.

Career options for those completing this course are diverse. Graduates may find opportunities in administrative roles, customer service, or entry level positions in various sectors where digital competence is essential. Additionally these skills lay a solid foundation for potential progression to a higher-level digital course or specialisations, opening doors to more advanced career paths in the rapidly evolving digital landscape.

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Pupils are given chances to reflect upon this
through ‘life books’ where observations are made, and improvements praised.”

Ofsted

“Pupils told inspectors that they really value the way in which they feel respected at your school.”

Ofsted

“Pupils talked to us about the way in which you
and your staff celebrate difference and help to make everyone feel valued.”

Ofsted

“Teaching at your school is characterised by positive relationships between members of staff and pupils.”

Ofsted

“Your school helps pupils to become
confident rounded young people.”

Ofsted

“An SEMH curriculum runs through the heart of your school.”

Ofsted

“Before coming to
school, you and other leaders work hard to understand the needs of individual
pupils.”

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

“You seek to identify any triggers which cause pupils to behave erratically and you work towards eliminating these.”

Ofsted

“Teachers and teaching assistants work hard to ensure that pupils are ‘nudged’ in the right direction in lessons.”

Ofsted

“The systems and structures that you have put in place ensure that pupils feel safe at school.”

Ofsted

“Teachers consider
pupils’ emotional well-being deeply and give them space when they need to refocus.”

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

“Pupils value the way in which you and your
staff make everyone feel included.”

Ofsted

“In classrooms, pupils focus hard and respond well to any advice and guidance that is given to them.”

Ofsted

“The work of the
life coach can include one-to-one work in addition to positive thinking strategies,
mindfulness and aromatherapy.”

Ofsted

“Pupils at your school feel safe.”

Ofsted

“All pupils benefit from targets to help them to develop their social and emotional skills and to build a level of resilience.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Inspectors saw first-hand the way in which your staff spoke to pupils with compassion and respect.”

Ofsted

“The most striking aspect of your school is the way in which you plan to support pupils’ individual needs.”

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted

“Once at school, the life coach works with
individuals to help them to deal with any anxieties that they may have.”

Ofsted