Skills for Work: Using IT in the Workplace
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Open Awards.
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.
- Corff dyfarnu
- Open Awards
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Uchel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- 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.
Y sgiliau digidol yn y cymhwyster hwn
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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: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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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: Cyfnewid a rhannu gwybodaeth, Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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)”
Cam cynnydd 3
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Cam cynnydd 4
Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.
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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: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a letterhead for a school club by inserting the logo, centring the title and resizing the image.
- Blwyddyn 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.
- Blwyddyn 9
- Pupils write a 3 page report using heading styles, page numbers and consistent margins, then improve it after written peer comments.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Rwy'n gallu gofyn am adborth/ymatebion gan bobl eraill, e.e. defnyddio 'sylwadau' mewn llwyfannau ar-lein, gofyn cwestiynau neu ychwanegu awgrymiadau.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
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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: Cyfathrebu
Paratoi disgyblion
- Blwyddyn 7
- Pupils send their teacher an email with a clear subject line, a polite greeting and a saved worksheet attached.
- Blwyddyn 8
- Pupils sort five workplace messages into email, chat or video call and write one reason for each choice.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu cyfnewid cyfathrebiadau ar-lein, gan ddefnyddio ystod gynyddol o nodweddion sydd ar gael, e.e. ychwanegu atodiadau neu hyperddolenni, newid fformatio.
Rwy'n gallu dangos dealltwriaeth o fanteision ac anfanteision gwahanol ffurfiau ar gyfathrebu ar-lein a phryd y mae'n briodol eu defnyddio, e.e. esbonio pryd y gallai cynadledda fideo fod yn fwy priodol nag e-bost, ac fel arall; esbonio manteision ac anfanteision defnyddio negeseuon sydyn mewn cyd-destunau cymdeithasol; siarad am ddiben a chynulleidfa.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio gwahanol ddulliau cyfathrebu ar-lein at ddibenion penodol, a hynny gyda lefel uwch o fedrusrwydd, e.e. creu a rheoli llyfr cyfeiriadau, trefnu cysylltiadau, defnyddio nodweddion uwch y darparwr e-bost (llofnod, ateb awtomatig, derbynneb darllen, wijets).
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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: Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils role play leaving a shared computer, practise locking the screen and signing out, and explain why customer phone numbers must stay private.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu deall sut i ddiogelu fy hunan rhag cael fy hunaniaeth wedi'i ddwyn ar-lein, e.e. adnabod gwefannau diogel, gwe-rwydo, gwefannau sgamio.
Rwy'n gallu nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.
Cam cynnydd 4
Rwy'n gallu defnyddio strategaethau ar gyfer gwarchod fy hun rhag cael fy hunaniaeth wedi'i ddwyn ar-lein a rhag sgamiau sy'n ceisio cael mynediad at fy ngwybodaeth bersonol ar-lein.
Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.
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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: Cyfnewid a rhannu gwybodaeth, Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils share a document with a partner as view only, then change the setting to allow comments and note what each setting allows.
- Blwyddyn 8
- Pupils read a simplified school Acceptable Use Policy and turn it into five rules for a new member of staff.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu creu a rhannu hyperddolenni i ffeiliau lleol, rhwydwaith ac ar-lein.
Rwy'n gallu deall y gellir golygu delweddau'n ddigidol ac yn gallu trafod yr hawliau a'r caniatadau sydd ynghlwm wrth hyn.
Cam cynnydd 4
Rwy'n gallu dangos ymwybyddiaeth o amgryptio syml a diben amgryptio, e.e. anfon data sensitif yn fwy diogel.
Rwy'n gallu rheoli dolenni i ffeiliau, gan roi ystyriaeth i ganiatâd a lleoliadau ffeiliau, e.e. mae rhai systemau storio ffeiliau'n defnyddio hyperddolenni deinameg felly os newidir lleoliad ffeil mae'r ddolen yn aros yr un peth, yn wahanol i systemau eraill sy'n golygu bod hyperddolenni'n torri o ganlyniad i newid lleoliad ffeil.
Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.
Da gwybod
- 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).
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: Open Awards Skills for Work Unit Specification, Using IT in the Workplace, Entry Level 1 to Level 2.