Skills for Work: Using IT in the Workplace
Using IT in the Workplace is an Open Awards Skills for Work unit offered at five levels, each worth 2 credits and 20 guided learning hours. Learners find and judge information, create and edit work documents, communicate by email and other digital tools, and use devices safely and securely, building from saving a file and recognising a padlock symbol at Entry Level 1 to designing a filing system and explaining GDPR at Level 2. Assessment is through centre-designed tasks with portfolio evidence, and every criterion must be met. Digital demand is high because every learning outcome and nearly every criterion is a digital skill carried out on a device.
- 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 (CBM241): Eight assessment criteria across four learning outcomes: identify a digital source and state information found, use a device to enter information and save a file, identify a method of digital communication and take part in sending a message, recognise a way to stay safe online and a way to keep devices secure. Suggested tasks include matching, supported demonstration, sorting safe and unsafe behaviours and basic participation. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Entry Level 2 (CBM242): Eight assessment criteria: use a search engine and collect information from 2 digital sources, create a simple work-related document and edit text, state the purpose of 2 communication tools, create and send a work-related email, identify 2 common digital risks and give 2 ways to protect personal information. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Entry Level 3 (CBM243): Nine assessment criteria: use keywords to find work-related information, organise files and folders, combine text and images and use formatting tools, reply to a message, select appropriate language and send an email with relevant information, state the importance of data protection and log out of systems correctly. The suggested task table for Entry Level 3 repeats the Entry Level 2 table. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Level 1 (CBM244): Nine assessment criteria: outline the reliability of digital sources and organise information for a work task, produce a document that meets a work brief and use editing tools for accuracy, communicate on a digital platform with appropriate language and send an email with an attachment, describe the impact of a security breach and share information securely. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Level 2 (CBM245): Eight assessment criteria: describe the suitability of digital information and develop a structured filing system, create multi-page content with consistent formatting and modify it after feedback, select digital tools for different audiences and plan communication with appropriate tone and structure, explain policies and legal requirements such as an Acceptable Use Policy and GDPR, and assess the risks of sharing data. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
The digital skills in this qualification
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Searching for information and judging its reliability
Entry Level 1 learners identify a digital source such as a company website or online map and state what they found. Entry Level 2 learners use a search engine and collect information from 2 sources, and Entry Level 3 learners use keywords to find specific figures or contact details. Level 1 learners outline why some sources are more reliable than others, and Level 2 learners describe whether information is current, biased or relevant to a business task. This is required by the LO1 assessment criteria at every level.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils use a search engine to find the opening hours, address and phone number of a local business and record where they found each fact.
- Year 8
- Pupils compare a council web page and a social media post about the same local rule, and write two reasons why one is more trustworthy.
- Year 9
- Pupils check three web pages about apprentice wages for date, author and bias, then recommend the most suitable one for a small business owner.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 1 AC 1.1 to 1.2 (page 11, indicative content page 12); Entry Level 2 AC 1.1 to 1.2 (page 15); Entry Level 3 AC 1.1 (page 18); Level 1 AC 1.1 (page 21); Level 2 AC 1.1 (page 24)
“why a government (.gov) site is more trustworthy for work rules than a social media post”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can begin to reference sources used in my work, and consider if content is reliable.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
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Saving, organising and filing digital work and information
Entry Level 1 learners save a file using an icon or a one word filename. Entry Level 3 learners create a folder and move related files into it, Level 1 learners organise information for a work task, for example sorting data into a table, and Level 2 learners develop a hierarchical folder structure for a project with separate drafts and final versions. This is required by Entry Level 1 AC 2.2, Entry Level 3 AC 1.2, Level 1 AC 1.2 and Level 2 AC 1.2.
DCF: Storing and sharing, Data and information literacy
Getting pupils ready
- Year 7
- Pupils create a folder for a topic in their Hwb storage, save two documents into it with clear names and find them again next lesson.
- Year 8
- Pupils sort a jumbled list of office supply prices into a table with categories and totals, and save it in a named project folder.
- Year 9
- Pupils plan and build a folder structure for a group project with Drafts and Final subfolders, and use version history to restore an earlier draft.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 1 AC 2.2 (page 12); Entry Level 3 AC 1.2 (page 18); Level 1 AC 1.2 (page 21); Level 2 AC 1.2 (page 24)
“creating a hierarchical folder structure (e.g., Project A > Correspondence > Drafts > Final)”
Progression step 3
I can manage files and folders locally or online, e.g. move files to a folder.
I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
Progression step 4
I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.
I can perform analysis on simple data sets including grouping data as appropriate.
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Creating, formatting and improving work documents
Entry Level 2 learners type a simple work document such as a to-do list or a Closed sign and edit text. Entry Level 3 learners combine text and images and use formatting tools, Level 1 learners produce a document that meets a work brief, such as a 1 page CV, and use spell check or find and replace for accuracy. Level 2 learners create a multi-page document with heading styles, page numbers and consistent margins, and modify content after peer or teacher feedback. This is required by the LO2 assessment criteria from Entry Level 2 to Level 2.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils make a letterhead for a school club by inserting the logo, centring the title and resizing the image.
- Year 8
- Pupils produce a 1 page Health and Safety poster against a checklist, then use spell check and find and replace to correct a list of planted errors.
- Year 9
- Pupils write a 3 page report using heading styles, page numbers and consistent margins, then improve it after written peer comments.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 2 AC 2.1 to 2.2 (page 15); Entry Level 3 AC 2.1 to 2.2 (page 18); Level 1 AC 2.1 to 2.2 (page 21); Level 2 AC 2.1 to 2.2 (page 24)
“Learners must create a multi-page digital document using consistent formatting”
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 use software tools to enhance the outcomes for specific audiences.
I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
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.
I can explore and develop a range of formal text document structures for different audiences and purposes.
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
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Communicating by email and choosing the right digital tool
Entry Level 1 learners identify an email icon or video call button and help send a message. Entry Level 2 learners state the purpose of 2 tools and send a work email with a recipient and subject line, Entry Level 3 learners reply to a message and include relevant information, and Level 1 learners communicate on a platform such as email or video conferencing and send an email with an attachment. Level 2 learners choose between email, a collaborative board such as Padlet or Trello and a presentation tool for different audiences, and plan messages with a clear subject line and signature. This is required by the LO3 assessment criteria at every level.
DCF: Communication
Getting pupils ready
- Year 7
- Pupils send their teacher an email with a clear subject line, a polite greeting and a saved worksheet attached.
- Year 8
- Pupils sort five workplace messages into email, chat or video call and write one reason for each choice.
- Year 9
- Pupils plan a message to a client and a message to colleagues about the same event, choosing a different tool and tone for each.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 1 AC 3.1 to 3.2 (page 12); Entry Level 2 AC 3.1 to 3.2 (page 15); Entry Level 3 AC 3.1 to 3.3 (page 18); Level 1 AC 3.1 to 3.3 (page 21); Level 2 AC 3.1 to 3.2 (page 24)
“attaching a digital document to an email, such as a completed worksheet, photograph or simple report”
Progression step 3
I can exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.
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).
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Protecting personal information and devices
Entry Level 1 learners recognise the padlock symbol or not sharing passwords, and a way to keep a device secure such as locking the screen. Entry Level 2 learners identify 2 risks such as spam emails, suspicious pop-ups and unknown links and give 2 ways to protect personal information. Entry Level 3 learners state why data protection matters and show how to log out of a shared computer, and Level 1 learners describe the impact of a security breach, such as a virus deleting files or a hacked password costing a company money. This is required by the LO4 assessment criteria from Entry Level 1 to Level 1.
DCF: Identity, image and reputation, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils sort screenshots of a padlocked web address, a fake prize pop-up and a spam email into safe and unsafe, and say what they would do.
- Year 8
- Pupils role play leaving a shared computer, practise locking the screen and signing out, and explain why customer phone numbers must stay private.
- Year 9
- Pupils write a short case study of a small firm hit by a hacked password and describe the effects on money, customers and staff.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 1 AC 4.1 to 4.2 (page 12); Entry Level 2 AC 4.1 to 4.2 (page 15); Entry Level 3 AC 4.1 to 4.2 (page 18); Level 1 AC 4.1 (page 21)
“describing how a virus can delete files or how a hacked password can lead to a company losing money”
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 act appropriately online, keeping myself safe and behaving in a responsible manner.
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Sharing data securely and following IT policy and the law
Level 1 learners use safe ways to share files, such as View Only links or password-protecting a sensitive file. Level 2 learners explain workplace policies such as an Acceptable Use Policy and GDPR and assess the risks of sharing data, including unauthorised public access, syncing errors and account hacking. Level 2 learners may also cover basic copyright, Creative Commons symbols and permission to reuse online material, but that part is optional. This is required by Level 1 AC 4.2 and Level 2 AC 4.1 to 4.2.
DCF: Storing and sharing, Digital rights, licensing and ownership
Getting pupils ready
- Year 7
- Pupils share a document with a partner as view only, then change the setting to allow comments and note what each setting allows.
- Year 8
- Pupils read a simplified school Acceptable Use Policy and turn it into five rules for a new member of staff.
- Year 9
- Pupils assess three ways of sending a customer list (public link, password-protected file, email to the wrong person) and explain the GDPR risk of each.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 AC 4.2 (page 21); Level 2 AC 1.1 copyright note and AC 4.1 to 4.2 (page 24)
“using "View Only" links or password-protecting a sensitive file before sending”
Progression step 3
I can create and share hyperlinks to local, network and online files.
I can understand that images can be edited digitally and can discuss rights and permissions associated with this.
Progression step 4
I can show an awareness of simple encryption and its purpose, e.g. to send sensitive data more securely.
I can manage links to files, taking permissions and file locations into account, e.g. some file storage systems will utilise dynamic hyperlinks so that if a file location is changed the links remain intact, whereas changing file location could result in a broken hyperlink.
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.
Good to know
- Each level is a separate unit with its own code (CBM241, CBM242, CBM243, CBM244, CBM245). Every level carries the same size: "Credit Value: Two (2)" and "Guided Learning Hours: 20" (Unit Content tables, pages 11 to 23), 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 Work 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 7), and "providers must have an approved Delivery and Assessment Plan" before delivery (Delivery Requirements, page 5).
- 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 7).
- 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 7).
- 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 6).
- Devices are needed at every level: the minimum equipment is "desktop computers or laptops (ideally 1:1 or minimum 1:2 ratio)" with a "stable and filtered internet connection", software for document creation, communication and file management, and file storage (Physical Resources, page 6).
- Pupils need an email account they can use to send real messages, because Entry Level 2 to Level 1 each require learners to "Create and send a work-related email" (Level 1 adds an attachment) (Unit Content, pages 14, 17 and 20).
- Copyright is optional at Level 2: "Learners may also include the basics of copyright law, such as recognising when online materials can be used, identifying Creative Commons symbols" (Level 2 indicative content, page 24).
- The document has drafting slips: the Entry Level 3 suggested task table is a copy of the Entry Level 2 table (Assessment Approach, pages 8 to 9), the Level 1 indicative content labels the email criterion "AC 3.4" although the criterion is 3.3 (page 21), and there are typing errors such as "addresd" and "work purpos" (pages 15 and 24).
Links with other qualifications
The Pearson Skills for Work unit Using IT in the Workplace is 10 guided learning hours with one holistic criterion per level, built around privacy, security and one digital document; the Open Awards unit is 20 hours at every level and assesses all four strands (finding information, creating content, digital communication and digital safety) with separate criteria, including sending real emails and, at Level 2, explaining an Acceptable Use Policy and GDPR. The WJEC Skills for Work unit of the same name covers similar ground in 20 hours. Searching, judging reliability and bias, file management, document formatting and data protection link directly with GCSE Digital Technology, and security threats such as viruses, hacked passwords and unauthorised access link with GCSE Computer Science. Professional emails and the CV or Health and Safety poster at Level 1 support GCSE Business, and within the Open Awards suite the unit pairs naturally with Interview and Confidence Techniques and with the online safety content of Personal Safety.
Source: Open Awards Skills for Work Unit Specification, Using IT in the Workplace, Entry Level 1 to Level 2.