Skills for Work: Using IT in the Workplace
Using IT in the Workplace is a Pearson Skills for Work unit in which learners recognise common digital devices and safe online behaviour, explain why privacy and security matter at work, and use workplace software to create a digital document. It is one 10 hour unit that learners combine with others into a Pearson Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. The centre sets and marks the assignment. Digital demand is high because every assessment criterion is digital: safe use of devices and accounts, file handling, choosing applications and formatting documents, rising at Level 2 to explaining threats such as phishing and insecure networks and producing professional documents with version control.
- 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: list, outline or identify common digital devices, safe online behaviour and why privacy and security matter, and follow instructions or use simple workplace software and settings to complete a basic digital task or create a simple digital document. The centre sets and marks its own assignment (Pearson's Authorised Assignment Brief is optional) and there are no mandatory evidence requirements; work is internally verified and quality assured by a Pearson Standards Verifier. 10 guided learning hours, graded Pass or Fail.
- Level 1 and Level 2: One assessment criterion at each level: at Level 1 learners describe why privacy and security are important and use digital applications to create a simple digital document; at Level 2 they explain the risks in digital environments and select and use appropriate digital tools to create a digital document. The centre sets and marks its own assignment, with no mandatory evidence requirements, internally verified and quality assured by a Pearson Standards Verifier. 10 guided learning hours, graded Pass or Fail.
The digital skills in this qualification
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Recognising devices and safe online behaviour at work
Entry 1 and Entry 2 learners list or outline common digital devices and safe online behaviours, for example knowing that a password should not be shared, that a suspicious pop up should be shown to the teacher, and that a message from an unknown sender should not be clicked. This is required by the Entry 1 and Entry 2 assessment criteria and carries through to the higher levels.
DCF: Online behaviour and online bullying, Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils sort picture cards of a phone, tablet, laptop, card reader and smart speaker into devices used in a shop, office and garage, then write one safe habit for each.
- Year 8
- Pupils look at five on screen examples, including a fake prize pop up and a message from an unknown sender, and record in a table what they would do and who they would tell.
- Year 9
- Pupils write a one page safe use poster for a work experience placement covering passwords, unknown messages and pop ups, and explain each rule to a partner.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfW 17, assessment criteria Entry 1 and Entry 2, page 87; Essential information for assessment decisions, Entry 1 and Entry 2, page 88
“identifying that a password should not be shared or that a suspicious pop-up should be shown to the teacher”
Progression step 3
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.
I can understand how to protect myself from online identity theft, e.g. identifying secure sites, phishing, scam websites.
Progression step 4
I can act appropriately online, keeping myself safe and behaving in a responsible manner.
I can use strategies for guarding myself against identity theft and online scams that try to access my personal information.
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Explaining privacy, security and digital risks
Entry 3 learners identify and Level 1 learners describe why privacy and security are important, including how to avoid risks such as weak passwords or unlocked screens. Level 2 learners explain a range of digital threats, including insecure networks, phishing attempts and poor access control, and the consequences for individuals and organisations. This is required by the Entry 3, Level 1 and Level 2 assessment criteria.
DCF: Identity, image and reputation, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils test example passwords in a password strength checker and write three rules for a strong work password.
- Year 8
- Pupils examine a mock phishing email sent to a company inbox, label the warning signs and explain what could happen to the business if staff clicked the link.
- Year 9
- Pupils research public Wi-Fi, phishing and shared logins, then write a short briefing for a small business explaining each threat, its consequences and one control.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfW 17, assessment criteria Entry 3, Level 1 and Level 2, page 87; Essential information for assessment decisions, Entry 3, Level 1 and Level 2, page 89
“explain a range of digital threats including insecure networks, phishing attempts and poor access control”
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.
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 workplace software and managing files
Entry 2 learners open simple applications, type short sentences and save files with a basic filename, and Entry 3 learners log into a device, find a file and reopen saved work with little help. Level 2 learners organise their files with version control. Basic use of software and files is required by the assessment criteria at every level, and the detail comes from the essential information for assessment decisions.
DCF: Storing and sharing
Getting pupils ready
- Year 7
- Pupils log into Hwb, create a folder for a topic, save a document into it with a sensible filename and find it again in the next lesson.
- Year 8
- Pupils use the search box to find three named files in a shared drive and move them into a correctly named folder structure.
- Year 9
- Pupils redraft a document over two lessons, use version history to restore an earlier draft and save final and draft copies with clear version numbers.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfW 17, assessment criteria Entry 1 to Entry 3, page 87; Essential information for assessment decisions, Entry 2, page 88, Entry 3 and Level 2, page 89
“independently log into a device, find a file, and reopen saved work”
Progression step 3
I can manage files and folders locally or online, e.g. move files to a folder.
I can search for specific files.
Progression step 4
I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.
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Creating and formatting a workplace document
Learners create a digital document: a short notice or message at Entry 2, a short structured document with headings, bullet points or images at Entry 3, documents formatted for clarity and consistency at Level 1, and well structured, professional quality documents using document styles and structured layouts at Level 2. This is required by the Entry 3, Level 1 and Level 2 assessment criteria.
Getting pupils ready
- Year 7
- Pupils type a short notice about a lost property box, add a heading and an image, and change the font size so it can be read from across the room.
- Year 8
- Pupils produce a one page memo to staff about a fire drill using a heading, bullet points and consistent fonts.
- Year 9
- Pupils create a two page staff handbook section using built in heading styles, a contents line and a consistent layout that matches a given company style.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfW 17, assessment criteria Entry 3, Level 1 and Level 2, page 87; Essential information for assessment decisions, Entry 2, page 88, Entry 3 to Level 2, page 89
“produce well-structured, professional-quality digital documents that show organisation and appropriate 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.
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.
Progression step 5
I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.
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Choosing applications and justifying formatting
Entry 3 learners identify why headings, bullet points and images make information clearer. Level 1 learners select tools such as word processors, basic spreadsheets or presentation software and justify their decisions in simple terms, and Level 2 learners select the most appropriate tools for the task and amend decisions when needed. The selection is required by the Level 1 and Level 2 criteria and the justification comes from the essential information for assessment decisions.
DCF: Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils compare a notice with and without a heading and bullet points and say which is easier to read and why.
- Year 8
- Pupils decide whether a word processor, spreadsheet or presentation suits three office tasks, such as a rota, a memo and a talk, and write one reason for each choice.
- Year 9
- Pupils produce a staff notice, then annotate a screenshot of it to justify each formatting choice and the application they used.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfW 17, assessment criteria Level 1 and Level 2, page 87; Essential information for assessment decisions, Entry 3 to Level 2, page 89; Levels of supervision, page 90
“selecting appropriate tools such as word processors, basic spreadsheets or presentation software”
Progression step 3
I can explain reasons for layout and content of my own work and the work of others.
I can ensure my output is appropriate for specific purposes.
Progression step 4
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
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Finding information and communicating for work
The unit's purpose and aim names finding and handling information and work related communication, and the Entry 2 guidance mentions completing a short message. No assessment criterion requires searching for information or using email or messaging tools, so this sits in the separate Teaching and Learning Support content rather than in the assessment.
DCF: Sourcing, searching and planning digital content, Communication
Getting pupils ready
- Year 7
- Pupils search a local business website to find its opening hours and contact email and record them in a table.
- Year 8
- Pupils write a polite email to a teacher with a clear subject line and an attachment, then discuss when a phone call or video call would be better.
- Year 9
- Pupils use keyword searches to find a job advert and its requirements, then send a short professional enquiry email using a signature and a saved contact.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfW 17, Purpose and Aim, page 87; Essential information for assessment decisions, Entry 2, page 88
“including finding and handling information, creating and editing digital content, work-related communication”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
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 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).
Good to know
- The unit is SfW 17 and is worth 10 guided learning hours, listed under "Developing adaptability and resilience" in the unit summary (Section 3, page 5). The WJEC unit of the same name is 20 guided learning hours, so the two do not swap like for like in a qualification.
- A learner achieves the unit once, at one level: "Learners can only achieve each unit once, at a single level." (Rules of Combination, page 6). Units and qualifications are graded Pass or Fail (page 7).
- The Pearson qualification numbers run from C00/5473/0 (Entry Level 1 Skills for Work Award) to C00/5474/4 (Level 2 Skills for Work Diploma) (Qualification titles, pages 3 to 4).
- The teaching content is not in the specification: "This can be found in the Teaching and Learning Support document for this unit" (Unit content, page 88), so schools need that separate document as well.
- Evidence is flexible: "there are no mandatory evidence requirements and centres can select the type of evidence" (Essential information for assessment decisions, page 88), but "achievement cannot be inferred from performance" (Section 4, page 9), so screenshots, saved files or observation records are needed.
- Equipment is not specified: "No resources are explicitly prohibited for the assessment of this unit, and the centre can decide the resource requirements" (page 90). In practice learners need devices with word processing, spreadsheet or presentation software for every level.
- AI must be acknowledged: "A learner will have committed malpractice if they use AI tools without acknowledging them." (Requirements relating to permitted/prohibited resources, page 90).
- The Authorised Assignment Brief is optional: "AABs are not mandatory." (How to use this document, page 1). The Skills for Work specification also says "Every unit in our Skills for Life qualifications includes an Authorised Assessment Brief" (page 8), a leftover reference to the Skills for Life suite, and it names the brief both as an Assessment Brief and an Assignment Brief.
- The Entry 3 guidance contains a typing error, "Learners’ can provide a brief description" (page 89), and the unit is mapped to the Science and Technology statement "Design thinking and engineering offer technical and creative ways to meet society’s needs and wants" (page 91), which fits the document work only loosely.
Links with other qualifications
The WJEC Skills for Work unit Using IT in the Workplace covers the same subject in 20 guided learning hours with five learning outcomes, including finding information, organising files, communicating by email, chat and video call, and copyright and data protection rules. Pearson's 10 hour unit has one holistic criterion per level built around privacy and security and creating one digital document; finding information and work communication appear in its aim but no criterion requires them. The security content (phishing, insecure networks, passwords, access control) links with GCSE Digital Technology and GCSE Computer Science, and document creation and file management with GCSE Digital Technology. Writing memos and staff notices links with GCSE Business. Within the WJEC Skills Suite, Online Safety covers safe online behaviour in more depth, and Science and Technology in Everyday Life uses similar digital skills for personal rather than work purposes.
Source: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma specification, Issue 1, August 2026, Unit SfW 17: Using IT in the workplace.