Skills for Life: Science and Technology in Everyday Life
Science and Technology in Everyday Life is an Open Awards Skills for Life unit in which learners use technology for everyday personal tasks: completing online forms, shopping online, managing money with banking and budgeting tools, and staying safe, ending at Level 2 with data protection, consumer rights and case studies of legal, social and ethical issues. Each level is 20 GLH and is assessed through provider-set practical tasks, often simulated, collected in a portfolio. Digital demand is high because nearly every criterion is carried out on a device or is about using technology safely and responsibly.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- High
- Specification
- Open the specification
How this unit is assessed
- Entry Level 1 (CBM131), 2 credits, 20 GLH: Four learning outcomes: identify words used in simple forms and enter up to five personal details into an online form with support, identify and select items on a shopping interface, identify prices and the cheaper option, and identify safe and unsafe behaviours when using technology. Suggested tasks are matching, supported demonstration, practical and sorting tasks set and marked by the provider.
- Entry Level 2 (CBM132), 2 credits, 20 GLH: Enter personal details and select options on a basic online form, complete a simple purchase using a digital interface and identify the information needed, use a digital tool to check balances or transactions and enter income and expenditure into a simple budgeting tool, identify rules for staying safe and report a digital or financial safety concern. Simulated forms, apps and websites can be used.
- Entry Level 3 (CBM133), 2 credits, 20 GLH: Complete at least three multi-section simulated online forms and identify how to stay safe when entering information, use search and filter tools and record key product information, review balances and update a budgeting tool over a short period, and identify legal, social and ethical issues in at least two scenarios and describe the consequences of digital behaviours.
- Level 1 (CBM134), 2 credits, 20 GLH: Complete online forms using features such as dropdown menus, date pickers and radio buttons, describe at least three risks of entering information online, compare deals using online comparison tools, explain at least three payment methods with strengths and weaknesses, create a monthly budget using an online tool, identify at least three online financial risks, and describe legal, social and ethical issues and their consequences in three scenarios.
- Level 2 (CBM135), 2 credits, 20 GLH: Complete a multipage online application form, explain GDPR principles in digital forms, explain and apply consumer rights in digital purchases, analyse financial options with at least three digital tools, evaluate at least three financial risks and how to reduce them, and analyse at least three case studies of legal, social and ethical issues, evaluating consequences and recommending actions in one combined task.
The digital skills in this qualification
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Completing online forms accurately
Learners enter personal details into a simple online form with support at Entry 1, complete forms independently with selections at Entry 2, complete at least three multi-section forms at Entry 3, use features such as dropdown menus, date pickers, radio buttons and hidden password boxes at Level 1, and complete a multipage online application form accurately at Level 2. Forms are usually simulated. This is required by the assessment criteria.
DCF: Evaluating and improving digital content, Identity, image and reputation, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils fill in a mock library membership form online using made up details, checking each field before they submit.
- Year 8
- Pupils complete a mock sports club form that uses a dropdown menu, a date picker and radio buttons, then swap and check a partner's for errors.
- Year 9
- Pupils complete a multipage mock job application form, saving their progress, and list which fields they think the form did not really need.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 1 AC 1.2, page 14; Entry Level 2 AC 1.1 and AC 1.2, page 17; Entry Level 3 AC 1.1, page 20; Level 1 AC 1.1, page 23; Level 2 AC 1.1, page 26
“Learners must complete a simulated, multipage online application form”
Progression step 3
I can ensure my output is appropriate for specific purposes.
I can identify the benefits and risks of giving personal information and device access to different software.
Progression step 4
I can act appropriately online, keeping myself safe and behaving in a responsible manner.
I can understand that I have a digital footprint and that this information can be searched, copied and passed on.
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Protecting personal information and understanding data protection
Learners identify how to stay safe when entering information online at Entry 3, for example checking how data will be used, choosing marketing preferences and spotting requests such as a National Insurance number, describe at least three risks at Level 1, and explain the principles of GDPR in digital forms at Level 2, such as necessary fields only, a purpose statement and a consent box. This is required by the assessment criteria.
DCF: Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils look at a screenshot of a sign up form and circle the details they should never give, such as a home address on a game site.
- Year 8
- Pupils check three mock websites for the padlock, the address and the privacy notice, and decide which one is safe to enter details into.
- Year 9
- Pupils review a mock online form against GDPR, marking fields that are not needed and writing a purpose statement and consent box for it.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 3 AC 1.2, page 20; Level 1 AC 1.2, page 23; Level 2 AC 1.2, page 26
“Learners must explain the principles of General Data Protection”
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 giving personal information and device access to different software.
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 I have a digital footprint and that this information can be searched, copied and passed on.
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Using search, filter and comparison tools to choose products and payments
Learners select items on a shopping interface at Entry 1, complete a simple purchase at Entry 2, use both a search and a filter to find specific products at Entry 3, use online comparison tools to identify at least three deals at Level 1, explaining their choices and payment methods, and at Level 2 use at least three digital tools to analyse financial options and apply consumer rights to digital purchases. This is required by the assessment criteria.
DCF: Sourcing, searching and planning digital content, Health and well-being
Getting pupils ready
- Year 7
- Pupils use the search box and the price filter on a mock shop website to find the cheapest pair of trainers in their size.
- Year 8
- Pupils compare 3 phone contracts on a comparison site and note which adverts and sponsored results are designed to catch their eye.
- Year 9
- Pupils use two comparison sites to choose the best value deal for a family holiday, explaining their choice and the safest way to pay.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 2 AC 2.1, page 17; Entry Level 3 AC 2.1, page 20; Level 1 AC 2.1 and AC 2.2, page 23; Level 2 AC 2.1 and AC 3.1, page 26
“Learners must demonstrate use of both a filter and a search to find and”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can identify marketing elements designed to draw my attention.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.
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Using digital banking and budgeting tools
Learners use a digital tool to check balances or transactions and enter income and expenditure into a simple budgeting tool at Entry 2, update a budgeting tool over a short period at Entry 3, and create a monthly budget using an online tool at Level 1. At Level 2 they use tools such as banking apps and loan or savings calculators to analyse options. Income and expenditure can be simulated. This is required by the assessment criteria.
DCF: Data and information literacy
Getting pupils ready
- Year 7
- Pupils enter a week of pocket money and spending into a ready made spreadsheet and read off how much is left.
- Year 8
- Pupils build a simple monthly budget spreadsheet with income and spending rows, using SUM to work out the total and the balance.
- Year 9
- Pupils use an online budget planner and a savings calculator to plan saving for a festival ticket, comparing two ways to reach the target.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 2 AC 3.1 and AC 3.2, page 17; Entry Level 3 AC 3.1 and AC 3.2, page 20; Level 1 AC 3.1, page 23; Level 2 AC 3.1, page 26
“Learners must create a monthly budget using an online tool.”
Progression step 3
I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.
Progression step 4
I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.
I can perform analysis on simple data sets including grouping data as appropriate.
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Spotting online financial risks and reporting concerns
Learners identify safe and unsafe behaviours such as covering a PIN at Entry 1, identify rules for staying safe and report a concern such as an unexpected email asking for bank details at Entry 2, identify at least three online financial risks in a scenario at Level 1, such as a fake delivery email or online banking on public Wi-Fi, and evaluate at least three financial risks and how to reduce them at Level 2. This is required by the assessment criteria.
DCF: Identity, image and reputation, Online behaviour and online bullying, Health and well-being
Getting pupils ready
- Year 7
- Pupils sort example messages into real and scam, and underline the clues in the scam ones, such as spelling mistakes or a request for a PIN.
- Year 8
- Pupils role play reporting a suspicious email that asks for bank details, saying who they would tell and what they would not click.
- Year 9
- Pupils rank three online money risks, such as a fake prize email and banking on public Wi-Fi, by how serious they are and suggest one way to reduce each.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 1 AC 4.1 and AC 4.2, page 14; Entry Level 2 AC 4.1 and AC 4.2, page 17; Level 1 AC 3.2, page 23; Level 2 AC 3.2, page 26
“fake delivery email asking for 'redelivery' fees”
Progression step 3
I can understand how to protect myself from online identity theft, e.g. identifying secure sites, phishing, scam websites.
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 use strategies for guarding myself against identity theft and online scams that try to access my personal information.
I can identify ways of reporting unacceptable online behaviour.
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Understanding legal, social and ethical issues of technology use
Learners identify legal, social and ethical issues in at least two scenarios at Entry 3, such as copying someone's photo and posting it as your own or downloading a film, and describe consequences such as bans or reputational damage. At Level 1 they describe an issue of each type and its consequences, and at Level 2 they analyse at least three case studies, such as a data breach, and recommend actions to digital users. This is required by the assessment criteria.
DCF: Digital rights, licensing and ownership, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils discuss whether it is fair to post a friend's photo without asking, and write one rule for sharing other people's pictures.
- Year 8
- Pupils sort scenarios, such as downloading a film from an unofficial site, into legal, social and ethical issues and write a consequence for each.
- Year 9
- Pupils read a news case study of a data breach and write what happened, who was harmed and two recommendations for users and the company.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 3 AC 4.1 and AC 4.2, page 20; Level 1 AC 4.1 and AC 4.2, pages 23 and 24; Level 2 AC 4.1 and AC 4.2, pages 26 and 27
“copying someone's photo and posting it as your own”
Progression step 3
I can understand that copying the work of others and presenting it as my own is plagiarism.
I can understand that images can be edited digitally and can discuss rights and permissions associated with this.
Progression step 4
I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.
I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.
Good to know
- Every level is 2 credits and 20 GLH, with unit codes CBM131 (Entry 1) to CBM135 (Level 2) (Unit Content, pages 13, 16, 19, 22 and 25), matching the Level 1 Qualification Guide (Qualification Units, page 18).
- Only one level counts towards 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" (Qualification Guide, Qualification Units, page 16).
- Assessment is set by the school and every criterion must be met: the suite is "assessed through assessment tasks and activities designed by the provider" and "No partial award can be made if any assessment criteria is not met" (Assessment Approach, page 8).
- Evidence goes in a portfolio that "can be presented digitally (e.g., through an e-portfolio system) or as paper-based", and "Wherever possible, e-portfolios are encouraged" (Assessment Approach, page 8). Tasks need pre-course verification and are checked by internal and then Open Awards external quality assurance.
- Neither the unit specification nor the Level 1 Qualification Guide says anything about AI tools, so the school's own malpractice and authentication rules apply.
- Devices are needed: the minimum resources include "access to digital devices, e.g., computers, laptops, or tablets" and "reliable internet access with appropriate filtering and safeguarding measures in place" (Physical Resources, page 7), plus "access to a controlled digital environment where learners can practice tasks safely" (page 6).
- Simulated tasks are expected: at Entry Level 2 the form "is likely to be a simulated form, such as a library or sports centre application form so that learners are not sharing their personal information unnecessarily" (Indicative Content, page 17), and simulated apps, websites, forms and budgets are named at every level.
- At Level 2, "AC 4.1 and 4.2 should be completed as one assessment task", using at least three case studies such as the "TikTok data breach" or the "Post Office Horizon Scandal" (Indicative Content, pages 26 and 27).
- Some wording looks like a draft: Level 1 AC 4.1 reads "Learners must describe use at least three scenarios" (page 23), Level 2 lists "online comparison sights" (page 26), and Entry Level 2 AC 2.2 says information "needed to complete an online" with a word missing (page 17).
Links with other qualifications
The Pearson Science and Technology in Everyday Life unit covers the same everyday tasks in 10 GLH, while the Open Awards unit is 20 GLH at every level and adds digital budgeting, GDPR, consumer rights and data breach case studies at Level 2. Both have high digital demand. The work on online safety, data protection and digital rights supports GCSE Digital Technology and the Digital Competence Framework strands on identity and online behaviour, and the budgeting and price comparison links to GCSE Mathematics Numeracy and to Open Awards units on money or home management. A school should avoid teaching the same online safety content twice if it also offers a separate online safety unit.
Source: Open Awards Skills for Life Unit Specification, Science and Technology in Everyday Life, Entry Level 1 to Level 2.