Improving productivity using IT — WJEC-CBAC Vocationally-Related Qualification Digital Skills & IT Revision

    This subtopic focuses on developing learners' ability to plan simple IT tasks and effectively use software applications to meet specified requirements. Can

    Topic Synopsis

    This subtopic focuses on developing learners' ability to plan simple IT tasks and effectively use software applications to meet specified requirements. Candidates will learn to identify appropriate IT tools, create basic plans, and execute tasks such as word processing, data entry, or simple document formatting. Mastery of these foundational skills enhances productivity and confidence in using technology for everyday tasks.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Improving productivity using IT

    WJEC-CBAC
    vocational

    This subtopic focuses on developing learners' ability to plan simple IT tasks and effectively use software applications to meet specified requirements. Candidates will learn to identify appropriate IT tools, create basic plans, and execute tasks such as word processing, data entry, or simple document formatting. Mastery of these foundational skills enhances productivity and confidence in using technology for everyday tasks.

    14
    Learning Outcomes
    27
    Assessment Guidance
    26
    Key Skills
    14
    Key Terms
    32
    Assessment Criteria

    Assessment criteria

    WJEC Entry Level Award for IT Users (Entry 2)
    WJEC Entry Level Certificate for IT Users (Entry 2)
    WJEC Entry Level Certificate for IT Users (Entry 3)
    WJEC Entry Level Award for IT Users (Entry 3)
    WJEC Entry Level Award for IT Users (Entry 1)
    WJEC Entry Level Certificate for IT Users (Entry 1)
    WJEC Level 1 Certificate for IT Users (ITQ)
    WJEC Level 1 Award for IT Users (ITQ)

    Topic Overview

    The WJEC Entry Level Award for IT Users (Entry 2) is a vocationally-related qualification designed to introduce you to essential digital skills. It covers basic IT tasks such as using a computer, creating simple documents, and staying safe online. This qualification is ideal if you are new to IT or want to build confidence in using technology for everyday tasks.

    The course is split into units that focus on practical skills. You will learn how to start and shut down a computer, use a mouse and keyboard, create and save files, and use software like word processors. You will also explore how to find information on the internet and communicate safely online. Each unit is assessed through tasks you complete in class, so there are no formal exams.

    This qualification matters because digital skills are essential in almost every job and in daily life. By completing this award, you will gain a recognised certificate that shows you can use a computer for basic tasks. It also prepares you for further study, such as the Entry Level 3 or Level 1 qualifications in IT.

    Key Concepts

    Core ideas you must understand for this topic

    • →Using a computer: knowing how to turn it on/off, log in, and use input devices like a mouse and keyboard.
    • →Creating and saving files: using software like Word or Notepad to type text, then saving it with a sensible name in the right folder.
    • →Online safety: understanding that you should not share personal information (like your address or password) online, and knowing how to report something that makes you feel uncomfortable.
    • →Finding information: using a search engine like Google to look up simple facts, and knowing how to click on links to visit websites.
    • →Basic formatting: changing font size, colour, and style in a document to make it look neat and easy to read.

    Learning Objectives

    What you need to know and understand

    • Plan the use of IT to meet requirements, Use IT systems to complete planned tasks
    • Plan the use of IT for a task, Use IT to complete a practical task
    • Plan the use of IT to meet requirements, Use IT systems to complete planned tasks
    • Plan the use of appropriate IT systems and software to meet requirements, Use IT systems and software to complete planned tasks, Review the selection and use of IT systems and software for tasks
    • Plan the use of appropriate IT systems and software to meet requirements, Use IT systems and software efficiently to complete planned tasks, Review the selection and use of IT tools to make sure that work activities are successful
    • Plan the use of appropriate IT systems and software to meet requirements, Use IT systems and software efficiently to complete planned tasks, Review the selection and use of IT tools to make sure that work activities are successful
    • Plan the use of IT to meet requirements, Use IT systems to complete planned tasks
    • Plan the use of IT for a task, Use IT to complete a practical task
    • Identify appropriate IT systems and software for a given task based on requirements
    • Apply file management techniques to organise digital work effectively
    • Use keyboard shortcuts and automated features to improve task efficiency
    • Evaluate the effectiveness of selected IT tools in completing planned tasks
    • Produce clear evidence of planning and review in a digital format
    • Plan the use of appropriate IT systems and software to meet requirements, Use IT systems and software efficiently to complete planned tasks, Review the selection and use of IT tools to make sure that work activities are successful

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the ability to identify appropriate IT tools for a given simple task (e.g., using a word processor to type a letter, a spreadsheet for a basic budget).
    • Award credit for evidence of a clear plan that outlines the steps required to complete the task using IT (e.g., a simple written list or diagram showing the sequence: 'open software, enter data, save').
    • Award credit for successfully using IT systems to complete planned tasks, including entering data correctly, saving files with appropriate names, and producing the required output (e.g., printed document or on-screen display).
    • Award credit for clearly identifying the IT resources needed for the task (e.g., stating 'I will use a computer and a word processor').
    • Award credit for following a simple plan to complete the task, showing a logical sequence of actions.
    • Credit should be given for successfully producing a final output that meets the task requirements, even with support.
    • Plans IT use to meet specific requirements.
    • Selects appropriate software or tools for tasks.
    • Completes tasks using IT systems effectively.
    • Award credit for producing a simple plan (e.g., checklist, flowchart) that identifies which software (e.g., word processor, spreadsheet) will be used and why.
    • Credit demonstration of completing a task accurately using the chosen software, with evidence such as a saved file or printout that shows the finished work.
    • Credit a written or verbal reflection that identifies at least one strength and one weakness of the IT tools chosen for the task, indicating awareness of alternatives.
    • Award credit for demonstrating a clear plan that matches software features to task requirements (e.g., selecting a spreadsheet to record numerical data).
    • Award credit for showing efficient use of IT systems such as correct file naming, saving in appropriate formats, and using keyboard shortcuts.
    • Award credit for providing a reflective review that identifies what worked well and how to improve the selection or use of IT tools next time.
    • Award credit for evidence of planning, such as a flowchart or list of steps, showing which software (e.g., word processor, spreadsheet) will be used and why.
    • Award credit for demonstrating effective use of IT, like correct formatting, saving files with clear names, and avoiding unnecessary steps.
    • Award credit for a review that identifies at least one strength and one area for improvement in the use of IT tools.
    • Award credit for producing a simple written or verbal plan that identifies the task requirements, the chosen IT system, and the steps needed to complete it.
    • Credit should be given for correctly using the planned IT system to produce the intended output, such as a formatted document or a sent email with appropriate content.
    • Look for evidence that the learner followed their plan and made any necessary adjustments, with a basic reflection on whether the task was completed successfully.
    • Award credit for clearly stating the IT tool(s) selected and why they are suitable for the given task (e.g., word processor for typing a letter).
    • Credit accurate completion of the practical task with minimal errors (e.g., text typed correctly, file saved in the correct location).
    • Evidence of a simple plan, even if verbal or pictorial, showing sequenced steps (e.g., ‘Open program, type, save’).
    • Award credit for clear evidence of planning, such as a checklist, mind map, or notes on software selection
    • Credit for demonstrating the use of shortcuts or automated features (e.g., mail merge, macros, templates) to improve efficiency
    • Look for a structured review that compares intended outcomes with actual results, identifying what worked well and what could be improved
    • Evidence should show file management best practice, including sensible naming conventions and folder structures
    • Marks should reward the ability to explain why a particular IT tool was chosen over alternatives
    • Award credit for a detailed plan that identifies specific IT tools (e.g., word processor, spreadsheet) and explains how their features will fulfill each task requirement.
    • Credit effective use of IT when the learner demonstrates keyboard shortcuts, templates, or automation to reduce time and errors, evidenced in final outputs.
    • Look for a reflective review that compares planned versus actual tool performance, noting any adjustments made and lessons learned for future tasks.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Encourage candidates to verbally explain their plan to an assessor or peer before starting, as this helps clarify thinking and identify missing steps.
    • 💡Remind candidates to review their completed work against the original requirements (e.g., task brief) to ensure all aspects have been addressed before submission.
    • 💡Always ensure you provide evidence of planning, even if it's a simple checklist or a brief note, as this demonstrates the planning skill.
    • 💡Practice using different simple IT tools so you can choose the most suitable one quickly during assessments.
    • 💡Break tasks into steps.
    • 💡Use shortcuts to save time.
    • 💡Always keep a log or diary of your IT use, noting which software you opened, what you did, and why – this serves as strong evidence for planning and reviewing.
    • 💡When reviewing, compare your chosen software with at least one alternative you could have used, explaining the difference even in simple terms (e.g., 'I used Word instead of Notepad because I needed to add pictures').
    • 💡Ensure your evidence is clearly filed and labeled so the assessor can easily trace your plan, final product, and review for each task.
    • 💡Always provide evidence of a plan before executing a task; this could be a simple checklist, notes, or an annotated screenshot showing software choice.
    • 💡In your review, explicitly reference how your IT tool selection helped meet the task requirements and suggest one specific improvement for next time.
    • 💡Always begin by reading the task brief carefully and create a simple written plan before opening any software. This plan should be included in your evidence.
    • 💡When completing the task, think about efficiency: use shortcuts, pre-designed templates, and automatic features where possible. Explain in your notes how these saved time.
    • 💡After finishing, complete a short evaluation answering: What worked well? What would you change next time? Be specific about the IT tools used.
    • 💡Always start by clearly reading the task and jotting down a simple plan: what you need to do, which program to use, and the steps involved.
    • 💡Practise basic software skills like typing, saving, printing, and using email so you can complete tasks smoothly under assessment conditions.
    • 💡After completing the task, briefly check your work against your plan to ensure you’ve met all requirements and can explain what you did.
    • 💡Always create a simple written or verbal plan before beginning the practical task, even if it’s just a checklist in your head.
    • 💡Check that you have saved your work with a meaningful filename and in the specified location, as assessors will check this.
    • 💡Use the simplest, most direct method to complete the task; avoid overcomplicating with advanced features you aren’t confident with.
    • 💡Always include screenshots of the planning documentation as part of your evidence portfolio
    • 💡Show before-and-after examples or step counts when reviewing how you improved efficiency
    • 💡Use a template or checklist for your planning to ensure all key areas are covered
    • 💡In your review, be specific about which IT tools you used, why, and how they helped you work faster or better
    • 💡Practice using common productivity features (e.g., styles, shortcuts, formatting tools) until they become second nature
    • 💡Always produce a written plan before starting; this documents your decision-making and provides evidence for the planning criterion.
    • 💡In your review, specifically mention which IT functions improved efficiency and which could be streamlined, linking directly to productivity gains.
    • 💡Read each task carefully before you start. Make sure you understand what you are being asked to do. For example, if it says 'create a poster', you need to include text and maybe a picture, not just a plain document.
    • 💡Check your work before you submit. Look for spelling mistakes, missing words, or formatting that doesn't look right. Small errors can lose you marks.
    • 💡Use the help function in the software if you get stuck. Most programs have a 'Help' menu or a search bar where you can type what you need. This shows you can solve problems independently.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing which software application to use for a specific task, such as attempting to write a letter in a presentation program or a graphing tool.
    • Failing to save work frequently or in the correct location, leading to lost files or inability to retrieve completed work for submission.
    • A common mistake is jumping straight into the task without a basic plan, leading to inefficient work or incomplete outcomes.
    • Another error is selecting an inappropriate IT tool for the task, such as using a spreadsheet for a letter rather than a word processor.
    • Choosing overly complex tools for simple tasks.
    • Not saving work regularly.
    • Selecting overly complex software that is not needed for the task, such as using a desktop publishing program for a simple letter.
    • Forgetting to save work regularly, leading to loss of progress and inability to present completed evidence.
    • Providing a review that merely states 'the computer worked' without evaluating if the software was appropriate or how it could be improved.
    • Failing to plan before starting a task, resulting in inefficient workflows or use of inappropriate software.
    • Forgetting to save work regularly or using incorrect file formats, leading to data loss or compatibility issues.
    • Learners often skip the planning stage and dive straight into using familiar software without considering if it is the most suitable tool for the task.
    • Learners may use inefficient methods, such as retyping information instead of copying and pasting, or not using spell-check, leading to time wastage.
    • Confusing planning with stating the final goal, without considering the specific IT tools or the step-by-step process required.
    • Difficulty opening or navigating the relevant software application, often leading to wasted time or incomplete tasks.
    • Failing to save work with an appropriate file name or location, resulting in lost or unsubmitted evidence.
    • Starting the task without any planning, leading to inefficient use of time or incorrect tool selection.
    • Saving work in an incorrect folder or with a non-descriptive filename, making retrieval difficult.
    • Misidentifying the appropriate software for the task, such as using a presentation program for a letter.
    • Failing to justify the choice of IT tools beyond personal preference, with no reference to task requirements
    • Not documenting the planning stage, only presenting the final product without evidence of forethought
    • Using inefficient methods (e.g., manual repetitive actions) when software features could automate steps
    • Submitting a review that is superficial, lacking concrete examples of how productivity was improved
    • Confusing “productivity” with simply completing the task, ignoring efficiency gains
    • Choosing software based on habit rather than suitability for the task, e.g., using a word processor for complex data calculations instead of a spreadsheet.
    • Overlooking file management, resulting in disorganised storage, version confusion, or inability to locate work during assessment.
    • Misconception: 'I need to be good at typing to pass.' Correction: You don't need to type fast. The course focuses on being able to use the keyboard to enter text, not on speed. You can use two fingers if that works for you.
    • Misconception: 'Saving my work is optional.' Correction: Always save your work regularly. If the computer crashes or you run out of time, you could lose everything. Use 'Save As' the first time and then 'Save' every few minutes.
    • Misconception: 'If I see something online, it must be true.' Correction: Not everything on the internet is true. Always check information with a trusted source, like a teacher or a website you know is reliable.

    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 needed for this qualification. However, it helps if you have used a computer before, even just to play games or watch videos. If you are completely new, don't worry – the course starts from the very basics.

    Key Terminology

    Essential terms to know

    • Plan the use of IT to meet requirements, Use IT systems to complete planned tasks
    • Plan the use of IT for a task, Use IT to complete a practical task
    • Plan the use of IT to meet requirements, Use IT systems to complete planned tasks
    • Plan the use of appropriate IT systems and software to meet requirements, Use IT systems and software to complete planned tasks, Review the selection and use of IT systems and software for tasks
    • Plan the use of appropriate IT systems and software to meet requirements, Use IT systems and software efficiently to complete planned tasks, Review the selection and use of IT tools to make sure that work activities are successful
    • Plan the use of appropriate IT systems and software to meet requirements, Use IT systems and software efficiently to complete planned tasks, Review the selection and use of IT tools to make sure that work activities are successful
    • Plan the use of IT to meet requirements, Use IT systems to complete planned tasks
    • Plan the use of IT for a task, Use IT to complete a practical task
    • IT system selection
    • Efficient task execution
    • Productivity review and improvement
    • File management and organisation
    • Automation and shortcuts
    • Plan the use of appropriate IT systems and software to meet requirements, Use IT systems and software efficiently to complete planned tasks, Review the selection and use of IT tools to make sure that work activities are successful

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