Skills for Life: Science and Technology in Everyday Life
Science and Technology in Everyday Life is a Pearson Skills for Life unit in which learners use everyday technology for personal tasks such as online forms, shopping and comparing deals, and consider the benefits, risks and legal, ethical and social issues of doing so. It is one 10 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, from Entry 1 to Level 2, assessed internally through a centre set assignment. Digital demand is high: every criterion asks learners to use technology, and the assessment guidance at each level adds cybersecurity, checking AI outputs, and accessibility features for people with visual impairment.
- Awarding body
- Pearson
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 10
- First taught
- September 2027
- Amount of digital work
- High
- Specification
- Open the specification
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3, moving from listing familiar technologies and taking part in a very simple activity with one, to identifying common technologies, their uses, benefits and risks and completing a basic personal task using technology. Evidence is chosen by the centre, which sets and marks the assessment; Pearson quality assures it through standards verification. 10 guided learning hours.
- Level 1 and Level 2: One assessment criterion at Level 1 (describe) and one at Level 2 (explain) how technology supports everyday tasks, including risks and considerations and, at Level 2, how technology influences personal choices, plus using technology to complete personal tasks. Evidence is chosen by the centre, which sets and marks the assessment; Pearson quality assures it through standards verification. 10 guided learning hours.
The digital skills in this qualification
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Completing everyday personal tasks online
Every level requires learners to use technology to complete a personal task, from a very simple activity at Entry 1 to entering several details and selecting delivery options at Entry 3, completing forms, uploading files and multi-step processes at Level 1, and troubleshooting problems in multi-step tasks at Level 2. This is required by the assessment criteria.
DCF: Sourcing, searching and planning digital content, Storing and sharing, Communication
Getting pupils ready
- Year 7
- Pupils fill in a practice online form for a library card using made up details and check each field before submitting.
- Year 8
- Pupils sign up for a practice account on a school approved site, upload a file to it, and write down each step they took.
- Year 9
- Pupils work through a multi-step online booking on a practice site, note any error messages they meet and record how they fixed each one.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfL 23, Assessment criteria, all levels, page 107; Essential information for assessment decisions, Entry 1 to Level 2, pages 108 to 109
“completing an online form, comparing prices, uploading files, and navigating a multi-step process”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can upload files from a local drive to online storage.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
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).
Progression step 5
I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.
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Comparing options online and making informed choices
Entry 3 and Level 1 learners compare items and prices online. Level 2 learners complete a personal comparison task by price, features and brand, choose between delivery and click and collect, find a product within a budget and explain how technology influences their choices. The Level 2 criterion requires this and the guidance names the tasks.
DCF: Health and well-being, Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils find the same pair of trainers on two shopping websites and record the price and delivery cost on each.
- Year 8
- Pupils compare two mobile phone deals online, circle the features designed to catch their attention, and decide which deal suits a given user.
- Year 9
- Pupils use a shopping app or website to fill a basket within a set budget, compare delivery and click and collect, and explain how the site's recommendations affected their choices.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfL 23, Assessment criterion Level 2, page 107; Essential information for assessment decisions, Entry 3 to Level 2, pages 108 to 109
“choosing between delivery or click-and-collect options”
Progression step 3
I can identify marketing elements designed to draw my attention.
I can adjust keywords and search techniques to find relevant information.
Progression step 4
I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.
Progression step 5
I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.
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Benefits, risks and the legal, ethical and social issues of technology
Entry 2 and Entry 3 learners give benefits and risks of everyday technology, Level 1 learners describe legal issues such as privacy, ethical issues such as honesty and social issues such as online behaviour, and Level 2 learners explain these issues, including digital footprints, and their consequences. This is required by the assessment criteria.
DCF: Health and well-being, Online behaviour and online bullying, Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils sort cards about everyday technology, such as online shopping and smart speakers, into benefits and risks and add one example of each.
- Year 8
- Pupils search for themselves or a fictional pupil in a mock search engine and discuss what a digital footprint shows and who could see it.
- Year 9
- Pupils take one everyday app and write up its legal, ethical and social issues under three headings, with a consequence for each.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfL 23, Assessment criteria, Entry 2 to Level 2, page 107; Essential information for assessment decisions, Entry 2 to Level 2, pages 108 to 109
“explain the legal, ethical, and social issues of everyday digital behaviour”
Progression step 3
I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.
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 understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.
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 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.
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Using cybersecurity practices to protect data and devices
Entry learners list ways to keep devices safe and recognise trusted websites and unsafe links, Level 1 learners describe strong passwords, secure websites and protecting personal data, and Level 2 learners explain encryption, two factor authentication and phishing and scams. The criteria require risks and considerations at each level and the assessment guidance sets out this cybersecurity content.
DCF: Identity, image and reputation, Storing and sharing, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils test example passwords in a password checker and write three rules for a strong password.
- Year 8
- Pupils examine screenshots of genuine and fake shopping sites, find the padlock and web address clues, and label each site secure or unsafe.
- Year 9
- Pupils set up two factor authentication on a practice account and explain in a short screen recording how it and encryption protect their data.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfL 23, Essential information for assessment decisions, Entry 1 to Level 2, pages 108 to 110
“explain how cyber security measures protect data and devices, including encryption”
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 show an awareness of simple encryption and its purpose, e.g. to send sensitive data more securely.
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.
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Checking AI outputs for accuracy and bias
Entry 2 learners recognise that technology may not always be correct, Entry 3 learners understand that AI generated information should be checked, Level 1 learners describe AI recommendations and the need to check reliability and fairness, and Level 2 learners explain AI in search engines and automated decisions and its risks such as bias. This is set out in the assessment guidance at every level.
DCF: Sourcing, searching and planning digital content, Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils spot predictive text and search suggestions on a tablet and discuss whether the suggestions are always right.
- Year 8
- Pupils ask an approved AI tool a factual question, check its answer against two reliable websites, and record any mistakes.
- Year 9
- Pupils compare the video recommendations two different users receive and write about how recommendation tools could be unfair or biased.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfL 23, Essential information for assessment decisions, Entry 2 to Level 2, pages 108 to 109
“understand that AI-generated information should be checked for accuracy”
Progression step 3
I can begin to reference sources used in my work, and consider if content is reliable.
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 evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
Progression step 5
I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.
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Using accessibility and assistive technology
Entry learners list or outline features such as larger text, zoom and audio support, Entry 3 and Level 1 learners identify and describe screen readers, text to speech, voice commands and display settings for people with visual impairment, and Level 2 learners explain how effective they are and how inclusive design improves access. This is set out in the assessment guidance at every level.
DCF: Health and well-being, Communication
Getting pupils ready
- Year 7
- Pupils turn on zoom, larger text and high contrast on a tablet and say which setting helped them read a page most easily.
- Year 8
- Pupils use a screen reader to listen to a web page and note which parts were hard to follow without seeing the screen.
- Year 9
- Pupils try voice commands, text to speech and magnification on one task and write a recommendation of which suits a person with low vision, giving reasons.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfL 23, Essential information for assessment decisions, Entry 1 to Level 2, pages 108 to 109; Levels of supervision and support, Level 1, page 110
“screen readers, text-to-speech, voice commands, and display customisation”
Progression step 3
I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.
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).
Progression step 5
I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.
Good to know
- The unit is Unit SfL 23 and carries 10 guided learning hours: "SfL 23 Science and technology in everyday life 10" (Unit summary, page 5). The WJEC unit of the same name is 20 guided learning hours.
- A unit counts once only: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- Learners need devices and internet access, because every level asks them to use technology, from "tapping an icon, scrolling a page" at Entry 1 to "ordering a personal item online" at Level 2 (Essential information for assessment decisions, pages 108 to 109). Centres decide the resources: "No resources are explicitly prohibited" (page 111).
- The specification gives only the assessment criteria and guidance; the teaching content is "in the Teaching and Learning Support document for this unit" (Unit content, page 108).
- Evidence is the centre's choice: "there are no mandatory evidence requirements and centres can select the type of evidence" (page 108), and the optional Authorised Assignment Brief can be adapted: "AABs are not mandatory" (How to use this document, page 1).
- AI is part of the content at every level, but in the evidence "A learner will have committed malpractice if they use AI tools without acknowledging them" (Requirements relating to permitted/prohibited resources, page 111).
- Accessibility work is framed specifically around visual impairment at every level, for example "how accessibility features such as screen readers, magnification tools, or voice input can support people with visual impairment" (Entry 3, page 109).
Links with other qualifications
The work on cybersecurity, data protection, AI and the legal and ethical issues of technology overlaps with GCSE Digital Technology and GCSE Computer Science, and comparing deals and buying within a budget links to the financial literacy in GCSE Mathematics and Numeracy. Pearson's mapping ties the unit to Science and Technology through design thinking meeting society's needs. Within the Skills Suite it sits naturally with Online Safety, Financial Literacy and Using IT in the Workplace. Compared with the WJEC Science and Technology in Everyday Life unit, the Pearson unit is half the size (10 rather than 20 guided learning hours), has one criterion per level instead of four learning outcomes, and puts more weight on AI, cybersecurity and assistive technology for visual impairment, while the WJEC unit spreads its tasks across shopping, banking, communication and health services.
Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfL 23: Science and technology in everyday life.