DCF Cymru Digital competence for Wales

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Skills for Work: Overcoming Barriers

Overcoming Barriers is an Open Awards Skills for Work unit about communicating preferences, challenging others politely and constructively, and overcoming barriers to work-based tasks, from stating a preference and asking for help at Entry 1 to analysing the impact of communication and planning, applying and reflecting on a strategy to overcome a barrier at Level 2. Each of the 5 levels is a separate 10 hour unit, assessed through provider designed tasks such as scenarios, role play and written tasks with portfolio evidence, and only 1 level counts towards a qualification. Digital demand is low: the unit is about face to face communication and resilience, and its only digital references are a computer for digital resources and notes or visual aids as ways to communicate.

Awarding body
Open Awards
Level
Entry Level 1 to Level 2
Guided learning hours
10
First taught
September 2027
Amount of digital work
Low
Specification
Open the specification
How this unit is assessed
  • Entry Level 1 (CBM206) and Entry Level 2 (CBM207): Entry 1 has 3 learning outcomes and 6 criteria: state a preference and how to tell someone it, identify ways to challenge others and when to do so, identify barriers when completing a work-based task, such as not understanding instructions, and state how to overcome them, such as asking for help. Entry 2 has 6 criteria: give examples of own preferences and identify ways to tell someone, give examples of ways to challenge others and identify when it is appropriate, identify barriers to work-based tasks and give examples of ways to overcome them. Provider designed tasks such as verbal responses, matching and supported scenarios, with portfolio evidence; every criterion must be met for a pass. 10 guided learning hours at each level.
  • Entry Level 3 (CBM208): 3 learning outcomes and 7 criteria: identify own preference in work-based tasks, explain how to communicate it and the importance of communication in work, explain how to challenge others politely and constructively and when it is appropriate, outline barriers that affect work-based tasks and describe strategies to overcome them. 10 guided learning hours.
  • Level 1 (CBM209): 3 learning outcomes and 7 criteria: demonstrate communicating a preference to others, describe the importance of communicating preferences in work and the benefits of communication for mental health and emotional well-being, demonstrate and describe polite, constructive challenge, describe barriers to work-based tasks and apply strategies to overcome them. Suggested tasks include role play and demonstration. 10 guided learning hours.
  • Level 2 (CBM210): 3 learning outcomes and 9 criteria: demonstrate effective communication, analyse the impact of communicating preferences on teamwork and on work-based tasks, evaluate the benefits of communication for mental health, evaluate ways to challenge others and plan a strategy for a work-based situation, then plan how to overcome a barrier, apply the plan and reflect on it. 10 guided learning hours.

The digital skills in this qualification

  1. Choosing how to communicate preferences and instructions

    Assessed: Taught, but not assessed

    Entry 3 learners explain ways to communicate preferences, including written notes, pictures or gestures, Level 1 learners demonstrate communicating a preference using speech, notes or visual aids, and Level 2 learners demonstrate effective communication using written instructions, visual aids or gestures. Choosing a suitable form of communication is part of the criteria, but no digital form is required, so the digital skill is taught, not assessed.

    DCF: Communication

    Getting pupils ready

    Year 7
    Pupils compare telling a teacher something face to face, in a note and by a message on the school platform, and say when each is best.
    Year 8
    Pupils send a short, polite message on the school platform asking to swap a task, and discuss how tone works in writing.
    Year 9
    Pupils choose between email, a chat message and a meeting for 3 workplace scenarios and justify each choice.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit Content, LO1, Entry 3, page 16, Level 1, page 19, Level 2, page 22

    “using written instructions, visual aids, or gestures to explain a task or share preferences”
    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).

  2. Using digital resources and visual aids to overcome barriers

    Assessed: Taught, but not assessed

    Centres should give access to a computer or laptop for digital resources. Barriers in the criteria include not understanding instructions, and strategies include using step-by-step instructions, breaking tasks into steps and using visual aids. Learners can find or make such aids digitally, but the spec does not require it, so this is taught, not assessed.

    DCF: Sourcing, searching and planning digital content, Creating digital content

    Getting pupils ready

    Year 7
    Pupils find a picture guide online showing how to do a simple task and print it as a step-by-step aid.
    Year 8
    Pupils make a 5 step visual instruction sheet with images and short captions for a classroom job.
    Year 9
    Pupils search for and adapt an online how-to guide into a clear checklist for a task a classmate finds hard.
    Show the specification wording and the DCF statements

    Where it is in the specification: Physical Resources, Equipment, page 7; Unit Content, LO3, Entry 2, page 14, Level 1, page 19

    “access to a computer or laptop for digital resources”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • 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.
    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • 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.

  3. Keeping evidence in an e-portfolio

    Assessed: Taught, but not assessed

    Learners collate evidence in a portfolio, and e-portfolios are encouraged wherever possible. Evidence includes written tasks, scenario responses and, at Level 1 and Level 2, records of demonstrations and role play. Digital evidence is encouraged, not required, so this is taught, not assessed.

    DCF: Storing and sharing

    Getting pupils ready

    Year 7
    Pupils save a written answer in a named folder and upload it to the class area.
    Year 8
    Pupils organise their scenario answers and plans into folders in online storage by topic.
    Year 9
    Pupils keep an e-portfolio for a work skills project, with clear file names and earlier versions of their plan kept.
    Show the specification wording and the DCF statements

    Where it is in the specification: Assessment Approach, page 8

    “Wherever possible, e-portfolios are encouraged”
    Progression step 3

    • I can manage files and folders locally or online, e.g. move files to a folder.

    • I can upload files from a local drive to online storage.

    Progression step 4

    • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

Good to know

Links with other qualifications

Overcoming Barriers links with the Health and Well-being Area of Learning and Experience, which the unit names, and with the WJEC Skills Challenge Certificate and Advanced Skills Baccalaureate Wales, where learners work in teams and reflect on problems. Communicating in work and constructive challenge connect with GCSE Business and with work placements in VCSE qualifications, and the spoken work links with oracy in GCSE English Language. The Pearson Overcoming barriers unit covers similar ground with role play, concept maps and written plans; the Open Awards unit adds the link between communication and mental health and emotional well-being from Level 1. Within the same Open Awards group are Applying for Jobs, Building a Growth Mindset and Interview and Confidence Techniques.

Source: Open Awards Skills for Work Unit Specification, Overcoming Barriers, Entry Level 1 to Level 2.