Skills for Life: Online Safety
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Open Awards.
Online Safety is an Open Awards Skills for Life unit in which learners recognise online risks such as scams, phishing and malware, use safe practices on devices, report concerns, and from Level 1 risk assess and adapt their own online behaviour. Each level, from Entry 1 to Level 2, is a separate 20 hour, 2 credit unit that counts towards a Skills for Life, Skills for Work, or Skills for Life and Work Award, Certificate or Diploma. The school designs the assessment tasks and learners build a portfolio, judged Pass or Fail. Digital demand is high because every outcome is about safe and responsible behaviour online, the Citizenship strand of the DCF, and learners must demonstrate safe practice on real or simulated online tasks.
- Corff dyfarnu
- Open Awards
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Uchel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level 1 (CBM116), Entry Level 2 (CBM117) and Entry Level 3 (CBM118): Four learning outcomes at each Entry level: know everyday online activities, know ways to stay safe online, know unsafe online behaviour and know who to go to for help. Criteria rise from identifying online activities, a way to stay safe and trusted individuals with visuals (Entry 1), through demonstrating safe use of two devices and following safety instructions in a short online task (Entry 2), to outlining safe behaviours, identifying risks such as bullying, scams and requests for personal information, and naming people and services to report concerns to (Entry 3). Assessed by provider-designed tasks such as sorting, demonstration and scenario tasks, collected in a portfolio, with internal and Open Awards external quality assurance. 20 guided learning hours and 2 credits at each level, Pass or Fail.
- Level 1 (CBM119): Nine criteria across four outcomes: describe at least four ways to manage online risks, demonstrate safe behaviour across real and simulated tasks, follow instructions for three unfamiliar online activities, identify threats such as phishing, malware and impersonation, identify harmful actions, risk assess own online behaviour with up to three personal targets, outline situations to report and use two agreed reporting methods. Provider-designed tasks such as research, demonstration and reflection, collected in a portfolio. 20 guided learning hours, 2 credits, Pass or Fail.
- Level 2 (CBM120): Eight criteria across four outcomes: assess the effectiveness of safety measures in three complex contexts, carry out a simulated multi-step online task and explain the safety measures used, adapt behaviour to emerging risks, analyse three online threats, assess risk levels in three scenarios, and describe when reporting is necessary and the right reporting procedure for each scenario. Provider-designed analytical, adaptation and evaluation tasks collected in a portfolio. 20 guided learning hours, 2 credits, Pass or Fail.
Y sgiliau digidol yn y cymhwyster hwn
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Recognising online risks and threats
Learners identify unsafe online activities such as talking to strangers and sharing personal details (Entry 1 and 2), identify types of risk such as bullying, scams and requests for personal information (Entry 3), identify threats such as phishing, malware and impersonation and how to manage them (Level 1), and analyse at least three threats and their impact and assess risk levels in three scenarios (Level 2). Required by the assessment criteria at every level.
DCF: Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort printed messages and pop ups into safe and suspicious piles and circle the clue in each suspicious one, such as a request for a password.
- Blwyddyn 8
- Pupils examine a mock phishing email on screen, hover over each link to read the real address, and list the warning signs in a shared document.
- Blwyddyn 9
- Pupils research phishing, malware and impersonation, then rate three given scenarios as low, medium or high risk and explain each rating.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Learning outcome 3, all levels; Indicative Content, Entry 3 page 20, Level 1 page 23, Level 2 page 26
“Learners must identify types of online threats and associated risks”
Cam cynnydd 3
Rwy'n gallu deall sut i ddiogelu fy hunan rhag cael fy hunaniaeth wedi'i ddwyn ar-lein, e.e. adnabod gwefannau diogel, gwe-rwydo, gwefannau sgamio.
Rwy'n gallu nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.
Cam cynnydd 4
Rwy'n gallu defnyddio strategaethau ar gyfer gwarchod fy hun rhag cael fy hunaniaeth wedi'i ddwyn ar-lein a rhag sgamiau sy'n ceisio cael mynediad at fy ngwybodaeth bersonol ar-lein.
Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.
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Using safe practices on devices and in online tasks
Learners demonstrate ways to stay safe such as logging out and checking with a tutor before opening an app (Entry 1), use two devices safely and complete a short online task following safety instructions (Entry 2), demonstrate three safe behaviours (Entry 3), manage risks by checking sources, using antivirus software and avoiding unknown links, and follow instructions for unfamiliar tasks such as installing software and online shopping (Level 1). Level 2 learners carry out a simulated multi-step online task and explain their safety measures. Required by learning outcome 2 at every level.
DCF: Ymddygiad ar-lein a bwlio ar-lein, Hunaniaeth, delwedd ac enw da
Paratoi disgyblion
- Blwyddyn 7
- Pupils log out of a shared computer correctly, create a strong passphrase in a password checker, and record three rules on a class poster.
- Blwyddyn 8
- Pupils check three shopping websites for the padlock, address and contact details, and decide which is safe to use, with screenshots as evidence.
- Blwyddyn 9
- Pupils follow a written guide to install and run a free security scan on a school test machine, then write instructions for a younger pupil.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Learning outcomes 1 and 2, all levels; Indicative Content, Entry 2 page 17, Level 1 page 23, Level 2 page 26
“using antivirus software to protect against malware”
Cam cynnydd 3
Rwy'n gallu arddangos ymddygiad priodol ar-lein a defnyddio ystod o strategaethau i ddiogelu fy hun ac eraill rhag peryglon posibl, bwlio ac ymddygiad amhriodol ar-lein, e.e. diffodd sylwadau ar gyfryngau digidol, rhoi gwybod am ddefnyddwyr a’u blocio.
Rwy'n gallu deall sut i ddiogelu fy hunan rhag cael fy hunaniaeth wedi'i ddwyn ar-lein, e.e. adnabod gwefannau diogel, gwe-rwydo, gwefannau sgamio.
Cam cynnydd 4
Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.
Rwy'n gallu defnyddio strategaethau ar gyfer gwarchod fy hun rhag cael fy hunaniaeth wedi'i ddwyn ar-lein a rhag sgamiau sy'n ceisio cael mynediad at fy ngwybodaeth bersonol ar-lein.
Cam cynnydd 5
Rwy'n gallu roi strategaethau priodol ar waith i ddiogelu fy hawliau, fy hunaniaeth, fy mhreifatrwydd a’m diogelwch emosiynol fy hun ac eraill mewn cymunedau ar-lein.
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Understanding how online actions can cause harm
Entry 3 learners identify three online actions that could cause harm with a basic reason, such as posting something that reveals a location. Level 1 learners identify three unsafe behaviours and the harm they could cause, such as oversharing leading to identity theft and inappropriate posts damaging a reputation. Required by criterion 3.2 at Entry 3 and Level 1.
DCF: Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at a mock social media post and list every clue that shows where the poster lives or goes to school.
- Blwyddyn 8
- Pupils turn off location sharing and photo location tags in a practice profile and explain why each setting matters.
- Blwyddyn 9
- Pupils search for a made up character's digital footprint in a prepared set of pages and explain how what was posted could affect a job application.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry 3 and Level 1, criterion 3.2; Indicative Content, Entry 3 page 20, Level 1 page 23
“posting something that reveals an individual’s location makes it easier for a stranger to find them”
Cam cynnydd 3
Rwy'n gallu nodi manteision a risgiau dyfeisiau symudol sy'n cyhoeddi lleoliad y defnyddiwr/dyfais.
Rwy'n gallu meddwl yn feirniadol am wybodaeth a gaiff ei rhoi ar-lein, e.e. effaith rhannu delweddau a fideos, metadata o ddelweddau a fideos.
Cam cynnydd 4
Rwy’n gallu deall goblygiadau gweithredoedd ar-lein, gan gynnwys fy ôl-troed digidol a goblygiadau cyfreithiol rhannu deunydd amhriodol.
Rwy’n gallu deall bod ffotograffau, lleoliadau a thagiau yn gallu cael eu tracio ar-lein ac yn gallu gwneud dewisiadau deallus yn unol â hynny.
Rwy'n gallu deall bod gen i ôl-troed digidol ac y gellir chwilio am yr wybodaeth hon, a'i chopïo a'i hanfon ymlaen.
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Reporting online concerns and using reporting tools
Learners use a report or block button with support (Entry 1 and 2), select behaviour that should be reported and name two trusted individuals and two services (Entry 3), outline situations to report and use two agreed reporting methods such as a report button in email (Level 1), and describe when reporting is necessary and explain the right mechanism for each scenario (Level 2). Required by learning outcome 4 at every level.
DCF: Ymddygiad ar-lein a bwlio ar-lein, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils match unsafe situations, such as an unkind message in a game, to the trusted adult they would tell and the block or report button they would use.
- Blwyddyn 8
- Pupils find the report and block options on two apps using a practice account or guide and make a step by step help sheet with screenshots.
- Blwyddyn 9
- Pupils compare the reporting routes on two platforms and one support service, and choose and justify the best route for three scenarios of different urgency.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Learning outcome 4, all levels; Indicative Content, Entry 1 page 14, Entry 3 page 20, Level 1 page 24, Level 2 page 26
“Learners must use two agreed methods to report concerns”
Cam cynnydd 3
Rwy'n gallu arddangos ymddygiad priodol ar-lein a defnyddio ystod o strategaethau i ddiogelu fy hun ac eraill rhag peryglon posibl, bwlio ac ymddygiad amhriodol ar-lein, e.e. diffodd sylwadau ar gyfryngau digidol, rhoi gwybod am ddefnyddwyr a’u blocio.
Cam cynnydd 4
Rwy'n gallu nodi ffyrdd o roi gwybod am ymddygiad ar-lein annerbyniol.
Rwy'n gallu arfer ymddygiadau ar-lein iach ac adnabod ymddygiad annerbyniol.
Cam cynnydd 5
Rwy'n gallu roi strategaethau priodol ar waith i ddiogelu fy hawliau, fy hunaniaeth, fy mhreifatrwydd a’m diogelwch emosiynol fy hun ac eraill mewn cymunedau ar-lein.
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Reviewing and adapting own online behaviour
Level 1 learners risk assess their own online safety practices, recording what they do well, issues they face and their confidence, and set up to three personal targets. Level 2 learners assess how well safety measures work in three complex contexts and adapt their behaviour to risks that emerge during a task, explaining their decisions. Required by Level 1 criterion 3.3 and Level 2 criteria 1.1 and 2.2.
DCF: Ymddygiad ar-lein a bwlio ar-lein, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils complete a simple online habits checklist, then pick one safer habit to try for a week and report back.
- Blwyddyn 8
- Pupils keep a two day log of apps used and settings checked, then write two personal targets for safer use.
- Blwyddyn 9
- Pupils carry out a research task online and, when the teacher adds a risk card such as a site asking for personal details, change their approach and explain why.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1, criterion 3.3, Indicative Content page 23; Level 2, criteria 1.1 and 2.2, Indicative Content page 26
“Learners must carry out an assessment of their own online safety practices”
Cam cynnydd 3
Rwy'n gallu arddangos ymddygiad priodol ar-lein a defnyddio ystod o strategaethau i ddiogelu fy hun ac eraill rhag peryglon posibl, bwlio ac ymddygiad amhriodol ar-lein, e.e. diffodd sylwadau ar gyfryngau digidol, rhoi gwybod am ddefnyddwyr a’u blocio.
Rwy'n gallu deall pwysigrwydd cael cydbwysedd rhwng amser yn chwarae gemau neu amser sgrin a rhannau eraill o’m bywyd, e.e. ystyried y rhesymau posibl pam rwy'n cael fy nhemtio i dreulio mwy o amser yn chwarae gemau neu'n ei chael hi'n anodd stopio chwarae a’r effaith a gaiff hyn ar fy lles.
Cam cynnydd 4
Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
Rwy'n gallu arfer ymddygiadau ar-lein iach ac adnabod ymddygiad annerbyniol.
Cam cynnydd 5
Rwy'n gallu gwerthuso ymddygiad ar-lein yn barhaus, gan ystyried canlyniadau gweithredoedd; cymryd camau i leihau risgiau i ddiogelwch; ystyried safbwyntiau byd-eang a diwylliannol ac addasu ymddygiad yn unol â hynny.
Da gwybod
- Each level is a separate unit with its own code, worth 2 credits and 20 guided learning hours: CBM116 (Entry 1), CBM117 (Entry 2), CBM118 (Entry 3), CBM119 (Level 1) and CBM120 (Level 2); every unit page states "Guided Learning Hours: 20" (Unit Content, pages 13 to 25).
- Only one level counts in a qualification: "with the exception of British Sign Language (BSL), units with the same title at different levels are barred for completion within the same qualification" (Level 1 Qualification Guide, Qualification Units, page 17).
- Tasks are set by the school, not Open Awards: the unit is "assessed through assessment tasks and activities designed by the provider", tasks need pre-course verification, and "All assessment criteria must be met in full for the learner to be awarded a 'pass'" (Assessment Approach, page 8).
- Evidence goes in a portfolio, on paper or digital, and "Wherever possible, e-portfolios are encouraged" (Assessment Approach, page 8).
- A practical online setting is required: providers must give "access to a controlled digital environment where learners can practise online skills safely" (Physical Resources, page 6) and "reliable internet access with appropriate filtering and safeguarding measures in place" (Equipment, page 7).
- Staff must be able to handle disclosures: they must "understand safeguarding requirements and know how to respond appropriately" to learner disclosures or concerns (Staffing Resources, page 6).
- The unit specification has no rule on AI tools; the qualification guide only requires that evidence must "Be the learner's own work" (Level 1 Qualification Guide, Assessment Conditions, page 30).
- Document slips: the Level 2 code is printed "CBM120]" (page 25); the Level 1 guidance labels two criteria "AC 3.2", the second being the risk assessment of own behaviour that is criterion 3.3 (page 23); and the Entry 1 guidance for AC 4.1 reads only "Learners must identify at least two examples." without saying of what (page 14).
Cysylltiadau â chymwysterau eraill
Online Safety links most closely with GCSE Digital Technology, which teaches threats such as phishing and malware, protecting personal data and digital footprints, and with GCSE Computer Science, which covers cyber security threats and protection such as antivirus software. Its Level 1 and Level 2 risk assessment and reporting work supports the WJEC Skills Suite Personal safety and Online safety units, and the Open Awards Values for Life and Community Participation units share respect for others and knowing how to have a say or get help. Compared with the Pearson Online safety unit, which is 10 guided learning hours with one criterion per level, the Open Awards unit is 20 hours with four outcomes at each level, adds malware, antivirus software and practical use of reporting tools, and at Level 2 requires a simulated multi-step online task.
Ffynhonnell: Open Awards Skills for Life Unit Specification, Online Safety, Entry Level 1 to Level 2.