DCF Cymru Digital competence for Wales

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Skills for Life: Online Safety

Online Safety is a Skills for Life unit in which learners find out what online safety means, recognise risks such as scams, phishing, fake profiles and cyberbullying, protect personal information with passwords and privacy settings, and learn how and where to report unsafe activity. It is one 20 hour unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Digital demand is high because almost every assessment criterion is digital citizenship: learners show safe practices, use privacy settings and recognise suspicious activity, often evidenced with annotated screenshots or screen recordings.

Awarding body
WJEC
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of digital work
High
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes covering what online safety means, online risks and unsafe behaviour, staying safe online, and getting help and reporting. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: Four learning outcomes covering online safety in different contexts including the Children's Code, recognising online risks, demonstrating safe online practices and explaining why they matter, and getting help and reporting. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

The digital skills in this qualification

  1. Recognising online risks, scams and suspicious activity

    Assessed: In coursework (non-examination assessment, NEA)

    Learners identify types of online risk such as unwanted messages, fake profiles, suspicious links and pop ups, and at Level 1 and Level 2 phishing, malware, hacking, identity theft and online fraud. Entry learners point out or give examples of risks, Level 1 learners show how suspicious activity can be recognised, and Level 2 learners explain why risks are harmful and demonstrate how to recognise them. This is required by the assessment criteria.

    DCF: Identity, image and reputation, Health and well-being

    Getting pupils ready

    Year 7
    Pupils sort a set of printed example emails, texts and pop up adverts into safe and suspicious piles and circle the clue in each suspicious one, such as a misspelt web address.
    Year 8
    Pupils examine a mock phishing email on screen, hover over links to read the real address, and list five warning signs in a shared document.
    Year 9
    Pupils compare a fake shopping website with the real one, check the address bar, padlock and contact details, and write a short guide explaining how to spot fake sites and why they are harmful.
    Show the specification wording and the DCF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criteria 2.1 to 2.3, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 to 2.4, page 7; amplification, pages 10 to 11

    “viruses, malware, or phishing scams that steal data or damage devices”
    Progression step 3

    • I can understand how to protect myself from online identity theft, e.g. identifying secure sites, phishing, scam websites.

    • I can identify marketing elements designed to draw my attention.

    Progression step 4

    • I can use strategies for guarding myself against identity theft and online scams that try to access my personal information.

    • I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.

  2. Protecting personal information with passwords and privacy settings

    Assessed: In coursework (non-examination assessment, NEA)

    Learners carry out actions to protect personal information and devices: strong passwords, logging off, blocking users, app permissions and privacy settings that control who sees their information. Entry 2 learners follow instructions to use privacy settings, Entry 3 and Level 1 learners use them independently, and Level 2 learners explain why each practice protects safety and privacy. This is required by the assessment criteria.

    DCF: Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils test example passwords in a password strength checker on Hwb and write three rules for making a strong password they can remember.
    Year 8
    Pupils open the settings of a school account or a practice profile, set it to private, turn off location sharing, and take annotated screenshots of each change.
    Year 9
    Pupils review the app permissions on a tablet, decide which ones each app really needs, change them, and explain in a short screen recording why each change protects their privacy.
    Show the specification wording and the DCF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criteria 3.2 and 3.3, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.2, page 7; amplification, page 11

    “using privacy settings and strong passwords to protect accounts”
    Progression step 3

    • I can identify the benefits and risks of giving personal information and device access to different software.

    • I can identify the benefits and risks of mobile devices broadcasting the location of the user/device.

    Progression step 4

    • I can use strategies for guarding myself against identity theft and online scams that try to access my personal information.

    • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

    Progression step 5

    • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

  3. Using safe practices in different online contexts

    Assessed: In coursework (non-examination assessment, NEA)

    Learners apply safe practices when using the internet, such as checking before sharing personal information, recognising safe websites and updating software. At Level 2 they demonstrate safe practices across contexts such as social media, email, gaming and online shopping, and give examples of situations where these practices prevent harm. This is required by the assessment criteria.

    DCF: Online behaviour and online bullying, Health and well-being

    Getting pupils ready

    Year 7
    Pupils make a poster of five safe habits for gaming online, such as using a nickname and not chatting privately with strangers.
    Year 8
    Pupils work through scenario cards for email, social media and online shopping and record the safe action for each in a table.
    Year 9
    Pupils write a personal online safety plan covering social media, gaming and online shopping, with a real example for each of how the practice prevents harm.
    Show the specification wording and the DCF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criterion 3.1, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.3, page 7; amplification, page 11

    “applying safe practices in different online contexts (social media, email, online shopping, gaming)”
    Progression step 3

    • I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.

    • I can identify marketing elements designed to draw my attention.

    Progression step 4

    • I can act appropriately online, keeping myself safe and behaving in a responsible manner.

    • I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.

    Progression step 5

    • I can continuously evaluate online behaviour, taking into consideration the consequences of actions; take action to minimise risk to safety and security; consider global and cultural perspectives and adapt behaviour accordingly.

  4. Understanding unsafe behaviour and its consequences

    Assessed: In coursework (non-examination assessment, NEA)

    Learners recognise unsafe behaviour such as sharing personal details, images or location, accepting friend requests from strangers and posting unkind comments. Entry 3 learners explain how these behaviours affect people, and Level 2 learners explain the potential consequences of different types of unsafe behaviour, including for their digital footprint. This is required by the assessment criteria.

    DCF: Online behaviour and online bullying, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils read short stories about pupils who shared a photo or their school name online and discuss in pairs what could go wrong.
    Year 8
    Pupils search for a made up character's posts in a mock social media feed and list everything a stranger could learn about them, then rewrite two posts to be safe.
    Year 9
    Pupils analyse a case study of a post that went viral, explain the consequences for the person's reputation, education and job prospects, and suggest safer alternatives.
    Show the specification wording and the DCF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criteria 2.2 and 2.3, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.2 and 2.3, page 7; amplification, page 10

    “Recognise different types of unsafe behaviour and explain their potential consequences”
    Progression step 3

    • I can understand the risks and legal consequences of sending intimate images and content/sexting.

    • I can recognise language that could be deemed to be offensive (including racist, sexist, homophobic and transphobic language) in online activities.

    • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    Progression step 4

    • I can understand that I have a digital footprint and that this information can be searched, copied and passed on.

    • I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.

    Progression step 5

    • I can build a positive reputation in the context of employment prospects, e.g. use social media responsibly.

  5. Getting help and reporting unsafe activity

    Assessed: In coursework (non-examination assessment, NEA)

    Learners identify when to ask for help, who can help, and how to report unsafe activity, from pointing out a trusted adult at Entry 1 to explaining different reporting methods and their outcomes at Level 2. Level 1 and Level 2 content includes platform reporting tools, moderators, saving evidence such as screenshots, and organisations such as CEOP, Childline and the UK Safer Internet Centre. This is required by the assessment criteria.

    DCF: Online behaviour and online bullying, Health and well-being

    Getting pupils ready

    Year 7
    Pupils match unsafe situations, such as a rude message in a game, to the person they would tell and the button they would press.
    Year 8
    Pupils find the report and block options on two different apps using a practice account or guide and make a step by step help sheet with screenshots.
    Year 9
    Pupils research CEOP, Childline and the UK Safer Internet Centre, and present which one to use in three scenarios, what evidence to save and what happens after a report.
    Show the specification wording and the DCF statements

    Where it is in the specification: Entry Level, learning outcome 4, assessment criteria 4.1 to 4.3, page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 to 4.3, page 8; amplification, pages 11 to 12

    “saving evidence to support report (e.g. screenshots, notes, recordings)”
    Progression step 3

    • I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.

    Progression step 4

    • I can identify ways of reporting unacceptable online behaviour.

    • I can act appropriately online, keeping myself safe and behaving in a responsible manner.

    Progression step 5

    • I can continuously evaluate online behaviour, taking into consideration the consequences of actions; take action to minimise risk to safety and security; consider global and cultural perspectives and adapt behaviour accordingly.

  6. Understanding the Children's Code and personal data

    Assessed: In coursework (non-examination assessment, NEA)

    Level 1 learners state the purpose of the Children's Code, and Level 2 learners explain why protecting personal data and privacy matters and describe how the Code protects children online. Entry learners do not cover the Code. This is required by the Level 1 and Level 2 assessment criteria.

    DCF: Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils list the personal information they gave when signing up for a game or app and discuss which items the app really needed.
    Year 8
    Pupils read a child friendly ICO summary of the Children's Code and match three of its standards to app features, such as location off by default.
    Year 9
    Pupils check one app they know against the Children's Code, looking at default settings and privacy information, and write a short report on how well it protects young users.
    Show the specification wording and the DCF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criteria 1.2 to 1.4, page 7; amplification, page 10

    “ensures apps and websites protect young people's privacy”
    Progression step 3

    • I can identify the benefits and risks of giving personal information and device access to different software.

    Progression step 4

    • I can understand that I have a digital footprint and that this information can be searched, copied and passed on.

    Progression step 5

    • I can recognise the risks and the uses of data/services on personal devices, within the terms and conditions of a range of software and web services, and identify how organisations become data compliant when using multi-national products.

  7. Presenting online safety evidence digitally

    Assessed: Taught, but not assessed

    The pack suggests learners show their understanding through digital posters, slide decks, infographics, annotated screenshots and narrated screen recordings, for example a presentation on safe practices in different contexts. This is a suggested way to evidence the criteria, not a requirement, so the digital production itself is not assessed.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a one page online safety poster in Adobe Express with a title, three tips and an image.
    Year 8
    Pupils build a short slide deck on password safety and add annotated screenshots of a strong password being set.
    Year 9
    Pupils record a narrated Sway or PowerPoint presentation explaining safe practices in two online contexts and check it suits a Year 7 audience.
    Show the specification wording and the DCF statements

    Where it is in the specification: Suggested activities, pages 12 to 13; Sources of evidence, page 13

    “Screen recording of a narrated presentation (e.g. PowerPoint or Sway)”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

Good to know

Links with other qualifications

Online Safety sits closest to GCSE Digital Technology and GCSE Computer Science, which both teach data protection, cyber security threats such as phishing and malware, and responsible use of technology; the pack also names the General Foundation Qualification in Digital Technology. The reporting, cyberbullying and wellbeing content links to GCSE Physical Education and Health and to GCSE Health and Social Care and Childcare, and misinformation and bias link to GCSE Social Studies. Within the Skills Suite the pack names Science and technology in everyday life, Digital film and media, Mental health and wellbeing, Personal safety, and Using IT in the workplace as closely related units.

Source: WJEC Online safety unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).