Using the Internet — WJEC-CBAC Vocationally-Related Qualification Digital Skills & IT Revision

    This subtopic develops foundational digital literacy by enabling learners to connect to the internet, navigate websites, perform effective searches, and co

    Topic Synopsis

    This subtopic develops foundational digital literacy by enabling learners to connect to the internet, navigate websites, perform effective searches, and communicate using browser-based tools. Emphasis is placed on practical application through safe and secure online behaviour, ensuring learners can demonstrate competence in real-world IT user scenarios as required by the Level 1 ITQ framework.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Using the Internet

    WJEC-CBAC
    vocational

    This subtopic develops foundational digital literacy by enabling learners to connect to the internet, navigate websites, perform effective searches, and communicate using browser-based tools. Emphasis is placed on practical application through safe and secure online behaviour, ensuring learners can demonstrate competence in real-world IT user scenarios as required by the Level 1 ITQ framework.

    9
    Learning Outcomes
    18
    Assessment Guidance
    19
    Key Skills
    9
    Key Terms
    20
    Assessment Criteria

    Assessment criteria

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

    Topic Overview

    The WJEC Level 1 Certificate for IT Users (ITQ) is a vocationally-related qualification designed to equip students with practical IT skills essential for the modern workplace. It covers a broad range of digital competencies, including word processing, spreadsheets, databases, presentation software, and safe internet use. This qualification is ideal for students who want to build a solid foundation in IT, whether for further study or entry-level employment.

    The course is structured around real-world tasks, meaning you learn by doing. You'll create documents, manage data, and produce presentations that meet professional standards. Assessment is through a portfolio of evidence, so you demonstrate your skills through practical projects rather than exams. This makes it perfect for hands-on learners who prefer to show what they can do.

    Mastering these skills is crucial because digital literacy is now a requirement in almost every job. From writing reports to analysing sales data, the abilities you gain here are directly transferable to the workplace. The ITQ also provides a stepping stone to higher-level qualifications, such as the Level 2 Certificate for IT Users, and can boost your confidence in using technology effectively.

    Key Concepts

    Core ideas you must understand for this topic

    • →File management: Organising files and folders logically, using appropriate naming conventions, and understanding file extensions (e.g., .docx, .xlsx).
    • →Word processing: Formatting text, inserting tables and images, using styles, and applying headers/footers to create professional documents.
    • →Spreadsheets: Entering data, using basic formulas (SUM, AVERAGE), creating charts, and formatting cells for clarity.
    • →Presentation software: Designing slides with consistent themes, adding animations and transitions, and delivering content effectively.
    • →Safe internet use: Understanding online security, protecting personal data, and evaluating the reliability of online sources.

    Learning Objectives

    What you need to know and understand

    • Connect to the internet, Use browser software to navigate web pages, Use browser tools to search for information from the internet, Use browser software to communicate information online, Follow and understand the need for safety and security practices when working online
    • Demonstrate how to establish a wired or wireless internet connection on a device.
    • Use browser navigation features (e.g., address bar, hyperlinks, tabs) to move between web pages.
    • Perform basic keyword searches using a search engine and refine results.
    • Utilize browser tools to share or save information, such as bookmarks and email links.
    • Identify common online threats and explain methods to mitigate risks.
    • Apply safe browsing practices, such as recognizing secure websites and avoiding suspicious downloads.
    • Connect to the internet, Use browser software to navigate web pages, Use browser tools to search for information from the internet, Use browser software to communicate information online, Follow and understand the need for safety and security practices when working online
    • Connect to the internet, Use browser software to navigate web pages, Use browser tools to search for information from the internet, Use browser software to communicate information online, Follow and understand the need for safety and security practices when working online

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the ability to establish a connection to the internet using provided hardware (e.g. clicking the network icon and selecting correct Wi-Fi), with awareness of connection status indicators.
    • Assessors should look for proficient use of browser navigation features: entering URLs, using hyperlinks, back/forward buttons, and managing tabs/windows to complete given tasks efficiently.
    • Evidence must show effective use of search engines: entering relevant keywords, refining search terms based on results, and navigating search engine results pages to locate specific information.
    • When communicating online, credit should be given for correctly using browser-based email or messaging interfaces (e.g. composing, replying, attaching files) and understanding netiquette and data protection basics.
    • Learners must demonstrate security awareness by explaining or performing actions such as identifying secure websites (padlock), not sharing passwords, and logging out of shared devices.
    • Award credit for correctly establishing an internet connection through recognised steps (e.g., selecting Wi-Fi network, entering password).
    • Look for evidence of using browser navigation tools: back/forward buttons, opening links in new tabs, entering URLs.
    • Assess the ability to perform at least two different searches using appropriate keywords and evaluate the relevance of results.
    • Check for use of communication features like sending a shared link via email or saving a webpage as a favorite.
    • Require identification of at least two safety practices (e.g., verifying HTTPS, avoiding public Wi-Fi for sensitive tasks) in a simulated scenario.
    • Award credit for demonstrating the ability to successfully connect to a given Wi-Fi network or open a browser with a working internet connection.
    • Award credit for correctly using browser navigation tools (back, forward, home, refresh) and entering a web address in the address bar to access a specified website.
    • Award credit for performing a basic search using a search engine and retrieving relevant information from the results.
    • Award credit for completing a simple online communication task, such as sending an email with a subject and body or filling in and submitting a web form.
    • Award credit for evidencing understanding of safety practices, such as identifying a secure website (padlock symbol), not sharing personal passwords, or logging out of accounts.
    • Award credit for successfully connecting to the internet using a provided device and demonstrating awareness of basic connection methods (e.g., Wi-Fi, mobile data).
    • Look for accurate use of browser navigation features such as entering URLs, using back/forward buttons, and bookmarking a page.
    • Assess the ability to perform a simple keyword search and identify relevant results from a search engine.
    • Evidence of using browser software to send an email or complete an online form to communicate information.
    • Demonstrating safe practices such as identifying a secure website (https), not sharing personal information, and logging out of accounts.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always read the task scenario carefully: assignments will simulate real IT user tasks, so treat them like a workplace request.
    • 💡Provide screen captures or save evidence of every step, from connecting to the internet to completing a search or sending an email, to create a solid portfolio.
    • 💡When demonstrating safety and security knowledge, give specific examples (e.g., 'I checked for the padlock before entering my password') rather than general statements.
    • 💡Practice using different browsers and platforms as assignments may require adaptability, and remember to manage multiple tabs to work efficiently.
    • 💡In practical assessments, clearly narrate each step as you perform it to help the assessor follow your actions.
    • 💡When answering safety questions, always link the practice to potential real-world risks to demonstrate deep understanding.
    • 💡Practice refining search queries using quotation marks or minus signs to show advanced search skills.
    • 💡Review the browser's help menu to familiarize yourself with less common tools that could impress in a skills demonstration.
    • 💡Always read the task instructions carefully to identify exactly what you need to do online (e.g., 'find the opening times' means you must navigate to that specific information).
    • 💡Before starting the assessment, check that your device is properly connected to the internet and the browser is working.
    • 💡Use simple, direct keywords when searching, and if you don't get good results, try different words or check your spelling.
    • 💡When asked to communicate online, ensure you complete all required fields in a form or include both a subject and message in an email.
    • 💡Demonstrate safety awareness throughout the assessment—use strong passwords if creating accounts, verify site security when asked, and always log out at the end of a session.
    • 💡Practice tasks repeatedly to build confidence; keep a log of activities for your portfolio evidence.
    • 💡When being observed, narrate your actions to show understanding, e.g., 'I am now checking for the padlock icon to ensure the site is secure.'
    • 💡Use screenshots to capture evidence of completing online tasks, and annotate them to explain what you did.
    • 💡Always relate your practice to the key safety rules: think before you click, keep personal info private, and log out when finished.
    • 💡During assessments, if unsure, ask for help or clarification rather than guessing, as you can demonstrate problem-solving skills.
    • 💡Always read the task brief carefully. Many students lose marks by missing key requirements, such as specific file formats or the need to include a header. Underline the key instructions before you start.
    • 💡Use the 'Save As' function to create versions of your work. This allows you to go back to an earlier version if you make a mistake. Name files clearly (e.g., 'Task1_v2') to show your progress.
    • 💡Check your work against the assessment criteria before submitting. For each task, ask yourself: 'Have I done everything the brief asked for?' Tick off each point to ensure nothing is missed.

    Common Mistakes

    Common errors to avoid in your coursework

    • Learners often confuse the browser's address bar with a search box, typing full URLs into search engines or vice versa.
    • Failing to refine search queries: using overly vague terms and not leveraging Boolean operators or filters, leading to poor-quality results.
    • Neglecting to check for HTTPS and padlock symbols when entering personal information, exposing them to unsafe sites.
    • Forgetting to log out of accounts on shared computers, compromising personal security and data.
    • Confusing the function of the address bar with a search box, leading to navigation errors.
    • Failing to evaluate search results critically, e.g., clicking on sponsored links without understanding their nature.
    • Overlooking browser security indicators like the padlock icon or green address bar.
    • Assuming a Wi-Fi connection is automatically secure without checking network encryption.
    • Confusing the browser's address bar with the search bar and typing URLs into search engines or vice versa.
    • Typing web addresses incorrectly and not recognizing common error messages like 'Page Not Found'.
    • Clicking on sponsored adverts at the top of search results without understanding they are paid promotions.
    • Struggling to refine searches using multiple keywords or misusing precise phrases, resulting in irrelevant information.
    • Forgetting to log out of online accounts, especially on shared devices, or saving passwords in public settings.
    • Ignoring browser security warnings and proceeding to unsafe websites without considering the risks.
    • Typing search terms into the address bar instead of a search engine.
    • Clicking on pop-up ads or sponsored links without understanding they are not always reliable.
    • Forgetting to log out of accounts on shared devices, compromising security.
    • Using weak passwords or sharing them with others.
    • Assuming all information found online is accurate without cross-checking.
    • Misconception: 'I don't need to save my work often because the software autosaves.' Correction: Autosave may not always work, especially if the program crashes. Always save manually every few minutes and keep backup copies.
    • Misconception: 'Using lots of different fonts and colours makes my work look better.' Correction: Professional documents use consistent, readable fonts (e.g., Arial, Calibri) and a limited colour scheme. Over-formatting can make work look messy and unprofessional.
    • Misconception: 'Spreadsheets are just for calculations, so I don't need to worry about formatting.' Correction: Clear formatting (borders, headings, number formats) makes data easier to read and understand, which is crucial for assessment.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic computer literacy: knowing how to turn on a computer, use a mouse and keyboard, and open/close programs.
    • •Understanding of common file types (e.g., .doc, .xls) and how to save files to different locations (e.g., desktop, USB drive).
    • •Familiarity with the internet: using a web browser to search for information and navigate websites.

    Key Terminology

    Essential terms to know

    • Connect to the internet, Use browser software to navigate web pages, Use browser tools to search for information from the internet, Use browser software to communicate information online, Follow and understand the need for safety and security practices when working online
    • Internet connectivity
    • Web navigation
    • Online search techniques
    • Digital communication
    • Online safety and security
    • Browser functionality
    • Connect to the internet, Use browser software to navigate web pages, Use browser tools to search for information from the internet, Use browser software to communicate information online, Follow and understand the need for safety and security practices when working online
    • Connect to the internet, Use browser software to navigate web pages, Use browser tools to search for information from the internet, Use browser software to communicate information online, Follow and understand the need for safety and security practices when working online

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