Using ICT to find Information — Open Awards Essential Digital Skills Digital Skills & IT Revision

    This subtopic introduces learners to the fundamental skills of identifying and using appropriate ICT-based tools to locate specific information. It covers

    Topic Synopsis

    This subtopic introduces learners to the fundamental skills of identifying and using appropriate ICT-based tools to locate specific information. It covers recognising when to use a search engine, a specific website, or a digital catalogue, and then applying basic search techniques to retrieve and extract relevant data. Mastery of these skills is essential for everyday tasks such as finding a recipe, checking news, or locating a contact on an organisation's website.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Using ICT to find Information

    OPEN AWARDS
    vocational

    This subtopic focuses on developing the foundational skills required to identify and use appropriate ICT-based sources to retrieve information. Learners will explore common digital tools and platforms, such as websites and applications, and understand how to select the most suitable option based on a given information need. The practical application involves navigating simple interfaces and retrieving specific data, which is essential for everyday digital literacy and further vocational ICT use.

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    Learning Outcomes
    7
    Assessment Guidance
    7
    Key Skills
    5
    Key Terms
    7
    Assessment Criteria

    Assessment criteria

    Open Awards Entry Level Certificate in IT User Skills (Entry 2) (RQF)
    Open Awards Entry Level Award in IT User Skills (Entry 2) (RQF)

    Topic Overview

    The Open Awards Entry Level Award in IT User Skills (Entry 2) (RQF) is a foundational qualification designed to introduce students to essential digital skills. It covers basic computer operations, file management, online safety, and using common software applications like word processors and spreadsheets. This qualification is ideal for beginners who want to build confidence in using technology for everyday tasks, study, or work.

    The course is structured into bite-sized units that focus on practical, real-world IT skills. Students learn how to navigate a computer system, create and save files, use the internet safely, and communicate via email. These skills are crucial in today's digital world, as they form the basis for further study in IT and are highly valued by employers across all sectors.

    By completing this award, students demonstrate that they can perform basic IT tasks independently. It provides a stepping stone to higher-level qualifications, such as Entry 3 or Level 1 IT User Skills, and helps prepare learners for the digital demands of modern life. The qualification is assessed through practical tasks and a portfolio of evidence, ensuring that students can apply what they have learned in real-world scenarios.

    Key Concepts

    Core ideas you must understand for this topic

    • →Basic computer operations: turning on/off, logging in, using a mouse and keyboard, and navigating the desktop.
    • →File management: creating, saving, opening, and organising files and folders on a computer or cloud storage.
    • →Online safety: understanding passwords, recognising phishing attempts, and knowing how to keep personal information secure.
    • →Using applications: performing simple tasks in word processing (e.g., typing text, formatting) and spreadsheets (e.g., entering data, basic formulas).
    • →Internet and email: browsing websites, searching for information, and sending/receiving emails with attachments.

    Learning Objectives

    What you need to know and understand

    • List common ICT-based sources used to find information, such as websites, apps, and digital encyclopaedias.
    • Match a specific information need to the most appropriate ICT source, for example using a maps app for directions.
    • Demonstrate how to open and interact with a simple, age-appropriate website or application.
    • Use basic search terms to locate specific information from an ICT source.
    • Recognise the difference between online and offline digital sources and when each might be used.
    • Know which ICT-based source to use to find information.Be able to find information from ICT-based information sources

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly identifying at least two different types of ICT-based information sources (e.g., a website, an app).
    • Look for evidence that the learner can justify their choice of source based on the given task (e.g., 'I used a weather app to find out if it will rain').
    • Credit should be given for demonstrating a clear sequence: turning on/opening the device, launching the source, and inputting a simple search term.
    • Assess the learner's ability to retrieve and communicate the found information accurately, regardless of reading level (verbal or pictorial evidence accepted).
    • Award credit for accurately naming at least two different ICT-based information sources (e.g., search engine, specific website) and stating a suitable context for their use.
    • Award credit for performing a simple search using a conventional search engine and retrieving a correct webpage from the results list.
    • Award credit for extracting and presenting requested information (e.g., a fact, a date) from a selected ICT source with minimal assistance.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When completing an assessment task, explain your choice of ICT source aloud, even if not formally required, to demonstrate your reasoning.
    • 💡Practice using a variety of ICT sources before the assessment to build confidence and accuracy.
    • 💡If you get stuck, remember it is acceptable to ask for help with the device, but you should still independently select the source and the search terms.
    • 💡In portfolio evidence, include screenshots or photos showing the steps you took, not just the final result.
    • 💡When preparing evidence for assessment, ensure you capture screenshots showing the source selection, the search process, and the final located information.
    • 💡Practice using a small set of topic-relevant websites so you become confident in navigating them to find specific details.
    • 💡Always ask yourself: 'Is this the most direct way to find this information?' before choosing an ICT source.
    • 💡Tip 1: Practise file management by creating a clear folder structure on your computer. Examiners look for evidence that you can organise files logically, so use descriptive names and subfolders.
    • 💡Tip 2: When using word processing software, use the spell checker and preview your document before printing or submitting. Small errors can lose marks, so proofread carefully.
    • 💡Tip 3: For online safety tasks, always explain why you take certain actions (e.g., 'I use a strong password to protect my account from hackers'). This shows understanding, not just recall.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing the search bar with the address bar and entering queries in the wrong place.
    • Expecting information to appear without typing any keywords or making a selection.
    • Assuming all digital devices (e.g., a calculator or a camera) can be used to find information.
    • Difficulty distinguishing between sponsored content or adverts and actual information results.
    • Using overly complex search terms or full sentences instead of simple keywords, leading to irrelevant results.
    • Failing to discern between different types of sources, for example treating a forum post as an official source of information.
    • Copying large blocks of text verbatim rather than identifying the specific piece of information required.
    • Misconception: 'I don't need to save my work because the computer does it automatically.' Correction: Many applications do not auto-save, or auto-save may not capture all changes. Always manually save your work regularly to avoid losing it.
    • Misconception: 'A strong password is just a long word.' Correction: Strong passwords include a mix of uppercase and lowercase letters, numbers, and symbols. Avoid using dictionary words or personal information.
    • Misconception: 'If an email looks official, it must be safe.' Correction: Phishing emails can look very convincing. Always check the sender's email address and avoid clicking on links or downloading attachments from unknown sources.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •No formal prerequisites are required for this Entry Level qualification. However, basic familiarity with using a computer (e.g., turning it on, using a mouse) is helpful.
    • •Students should be comfortable with reading and following simple instructions, as the course involves step-by-step tasks.

    Key Terminology

    Essential terms to know

    • Identifying ICT-based information sources
    • Selecting the right digital tool
    • Basic navigation of digital interfaces
    • Simple search and retrieval techniques
    • Know which ICT-based source to use to find information.Be able to find information from ICT-based information sources

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