Skills for Life: Personal Safety
Personal Safety is an Open Awards Skills for Life unit offered at five levels, each worth 2 credits and 20 guided learning hours, on staying safe at home, in the community and online, seeking help and supporting others. It is assessed through centre-designed tasks, which can include simulations, with portfolio evidence. Digital demand is medium: one strand of criteria at every level from Entry Level 2 is about online risks, cyberbullying, protecting personal information and dealing with unwelcome digital contact, while the rest of the unit is about physical safety.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Medium
- Specification
- Open the specification
How this unit is assessed
- Entry Level 1 (CBM121): Six assessment criteria: identify a safe place and an unsafe thing or activity in a familiar environment, name a trusted adult, state a way to be careful, take part in a simple safety action such as a fire drill and show a way to say no. Suggested tasks include matching, picture selection, sorting and supported demonstration. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Entry Level 2 (CBM122): Nine assessment criteria: identify procedures for getting help in a home emergency, state risks of home hazards and show a safe way to deal with one, identify ways to communicate safely with strangers, where to find help and what to do if uncomfortable in public, use personal information to contact a trusted adult, identify online risks and carry out an action to support others. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Entry Level 3 (CBM123): Ten assessment criteria: identify risks at home and in the community and different forms of bullying including an online example, explain actions to stay safe at home and when travelling, identify when and how to seek help, state 2 online safety strategies, show a positive way to manage a difficult situation, take part in a safety check and record and report a safety concern. The suggested task table repeats the Entry Level 2 table. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Level 1 (CBM124): Nine assessment criteria: describe routine safety checks, outline steps for emergencies, apply a safety procedure with tools or appliances, explain actions to increase personal security, review methods for summoning help, produce guidance on safe travel, explain risks of sharing personal information online and actions for unwelcome digital content, and contribute to a plan to promote safety for others. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Level 2 (CBM125): Nine assessment criteria: describe factors contributing to accidents, explain emergency communication procedures, demonstrate preventing further harm, compare safety measures of 2 transport methods, assess travel risks, adapt a personal safety strategy (for example from the street to an online gaming platform), define 3 types of online risk, develop a communication strategy for a safety concern and collect 3 pieces of evidence of contributing to safety outcomes. The suggested task table repeats the Level 1 table. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
The digital skills in this qualification
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Recognising online risks and what is safe to share
Entry Level 2 learners identify online risks, for example that sharing a photo of their face or school uniform is a risk. Level 1 learners explain at least 3 risks of sharing personal information online, such as identity theft, grooming and being traced or located in person, and Level 2 learners define at least 3 types of online risk, such as phishing, trolling and identity theft. This is required by Entry Level 2 AC 3.2, Level 1 AC 3.1 and Level 2 AC 3.1.
DCF: Identity, image and reputation, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils look at five made-up social media posts and circle the details, such as a school badge or street sign, that could reveal where someone lives.
- Year 8
- Pupils explain in a short written answer three risks of sharing a full name, location and photos online, using identity theft, grooming and being located.
- Year 9
- Pupils produce a glossary card set defining phishing, trolling, cyberbullying, grooming and identity theft, each with a warning sign and an example.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 2 AC 3.2 (page 19); Level 1 AC 3.1 (page 26); Level 2 AC 3.1 (page 30)
“identifying that sharing a photo of their face/school uniform is a risk”
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 the benefits and risks of mobile devices broadcasting the location of the user/device.
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.
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.
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Using online safety strategies and settings
Entry Level 3 learners state at least 2 strategies to promote online safety, such as strong passwords, checking privacy settings and blocking or reporting abusive people. Level 1 learners explain at least 3 actions for dealing with unwelcome digital content or contact, such as blocking, muting, reporting to the platform, taking screenshots and changing passwords. Level 2 learners adapt a personal safety strategy to a new situation, for example from the street to an online gaming platform. This is required by Entry Level 3 AC 2.4, Level 1 AC 3.2 and Level 2 AC 2.3.
DCF: Online behaviour and online bullying, Identity, image and reputation, Health and well-being
Getting pupils ready
- Year 7
- Pupils open the privacy settings on a demonstration account and record three settings they would change to protect themselves.
- Year 8
- Pupils role play receiving an unwelcome message in a game chat and practise muting, blocking, taking a screenshot and telling an adult.
- Year 9
- Pupils take a street safety rule about strangers and rewrite it for an online gaming platform, explaining what changes and why.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 3 AC 2.4 (page 22); Level 1 AC 3.2 (page 26); Level 2 AC 2.3 (page 29)
“blocking/reporting people who are abusive”
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 understand how to protect myself from online identity theft, e.g. identifying secure sites, phishing, scam websites.
Progression step 4
I can act appropriately online, keeping myself safe and behaving in a responsible manner.
I can identify ways of reporting unacceptable online behaviour.
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Recognising and reporting cyberbullying
Entry Level 3 learners recognise 2 forms of bullying, one of which must be an online example such as mean messages or spreading rumours online, and record and report a safety concern, for example by showing how to report bullying online. Entry Level 2 learners say they would tell a trusted adult about a nasty message or upsetting image, and Level 2 learners develop a communication strategy for a concern, including an online report. The online example is required by Entry Level 3 AC 1.3.
DCF: Online behaviour and online bullying, Health and well-being
Getting pupils ready
- Year 7
- Pupils sort scenario cards into online and offline bullying and say who they could tell about each one.
- Year 8
- Pupils find the report button on three popular apps using screenshots and write the steps to report a hurtful comment.
- Year 9
- Pupils plan what to record (screenshots, dates, usernames) and who to tell when a friend is being bullied in a group chat.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 2 AC 3.2 (page 19); Entry Level 3 AC 1.3 and 3.3 (pages 21 to 23); Level 2 AC 3.2 (page 30)
“cyberbullying (mean messages, spreading rumours online, sharing unwanted images)”
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 recognise language that could be deemed to be offensive (including racist, sexist, homophobic and transphobic language) in online activities.
Progression step 4
I can demonstrate healthy online behaviours and identify unacceptable behaviour.
I can identify ways of reporting unacceptable online behaviour.
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Using phones and apps to get help
Entry Level 2 learners use personal information to contact a trusted adult, for example by using a pre-programmed contact on a device, and may use a phone to contact a trusted person when uncomfortable in public. Level 1 learners review methods for summoning help, with a personal safety app among the examples, and Level 2 learners explain emergency communication procedures, such as why a mobile phone should not be used in a fire evacuation. The criteria are required but the device is one example among others, so the digital part is taught rather than assessed.
DCF: Communication
Getting pupils ready
- Year 7
- Pupils add an emergency contact to a demonstration phone and practise finding it quickly from the lock screen.
- Year 8
- Pupils compare calling 999, texting a parent and using a location sharing app for three emergencies and say which suits each.
- Year 9
- Pupils review two personal safety apps from their descriptions and reviews, listing what each does well and any privacy risks.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 2 AC 2.3 and 3.1 (page 19); Level 1 AC 2.2 (page 25); Level 2 AC 1.2 (page 29)
“using a personal safety app”
Progression step 3
I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.
Progression step 4
I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).
Good to know
- Each level is a separate unit with its own code (CBM121, CBM122, CBM123, CBM124, CBM125). Every level carries the same size: "Credit Value: Two (2)" and "Guided Learning Hours: 20" (Unit Content tables, pages 14 to 28), so the Level 2 unit is no bigger than the Entry Level 1 unit.
- 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). It sits in the Skills for Life group, and qualifications need 60 (Award), 120 (Certificate) or 240 (Diploma) guided learning hours (Rules of Combination, page 15).
- Units from Pearson, WJEC or Agored Cymru with the same title cannot be swapped in: "Units certificated by other Awarding Organisations, or units taken from other Open Awards qualifications, cannot contribute to the achievement of this qualification." (Units from Other Awarding Organisations, page 3).
- The centre writes the tasks: the unit is "designed to be assessed through assessment tasks and activities designed by the provider", with pre-course verification of the tasks (Assessment Approach, page 8), and "providers must have an approved Delivery and Assessment Plan" before delivery (Delivery Requirements, page 6).
- There is no partial credit: "All assessment criteria must be met in full for the learner to be awarded a 'pass'." Results are internally quality assured by the centre and externally quality assured by Open Awards (Assessment Approach, page 8).
- Evidence goes in a portfolio, paper or digital: "Learners are required to collate evidence in a portfolio of evidence." and "Wherever possible, e-portfolios are encouraged." (Assessment Approach, page 8).
- The unit specification says nothing about AI tools, plagiarism or referencing. It "must be read and applied alongside the relevant Qualification Guide (level-specific) and the Open Awards Provider Handbook" (Qualification Documentation, page 3), so those documents set the rules.
- No prior learning is needed, but "the provider must complete robust initial assessments" to place each learner at the right level (Entry Requirements, page 7).
- Online safety is a strand at every level from Entry Level 2: the progression table lists digital safety at Entry Level 1 as "(implicit only)" and then rising to "complex online safety risks" at Level 2 (Progression Across Levels, page 4), and criteria E2 3.2, E3 1.3 and 2.4, L1 3.1 and 3.2 and L2 3.1 are online.
- Sensitive content needs safeguarding: staff must be able to "facilitate discussion of potentially sensitive topics (e.g., bullying, unsafe situations, emergencies)" (Staffing Resources, page 6), and the online content includes grooming, cyberbullying and sharing unwanted images (pages 21 and 26).
- Simulation is allowed: for managing a difficult situation, "Evidence can be naturally occurring or through simulated tasks." (Entry Level 3 AC 3.1, page 22). Level 2 AC 3.3 needs real evidence of helping others, such as "photo of a safety poster they created and distributed" (page 30).
- There are drafting slips: the Entry Level 3 suggested task table repeats Entry Level 2 and the Level 2 table repeats Level 1, so neither matches its own criteria (Assessment Approach, pages 10 to 13); and Entry Level 1 has "Indcative Content" and its principle of progression has no step label (pages 14 to 15).
Links with other qualifications
The Pearson Skills for Life unit Personal Safety is also 20 guided learning hours but has one holistic criterion per level built around a personal safety risk assessment; the WJEC unit of the same name teaches online risks only in its amplification. The Open Awards unit has separate criteria for online safety at every level from Entry Level 2, including cyberbullying, risks of sharing personal information, blocking and reporting, and defining phishing, trolling, grooming and identity theft at Level 2. The online content links with GCSE Digital Technology and GCSE Computer Science, the home, travel and emergency content with GCSE Health and Social Care, and Childcare, and the bullying and relationships content with the Health and Well-being Area of Learning. Within the Open Awards suite the unit pairs with Basic First Aid, Healthy Lifestyle and Using IT in the Workplace, whose digital safety strand covers passwords, data protection and secure sharing.
Source: Open Awards Skills for Life Unit Specification, Personal Safety, Entry Level 1 to Level 2.