Using ICT Skills in a Work Place — Open Awards Vocationally-Related Qualification Employability & Work Skills Revision
This subtopic introduces learners to the fundamental use of Information and Communication Technology (ICT) within a workplace setting. It focuses on enabli
Topic Synopsis
This subtopic introduces learners to the fundamental use of Information and Communication Technology (ICT) within a workplace setting. It focuses on enabling learners to recognise and apply basic ICT functions such as operating a computer, using simple software, and understanding digital communication tools. The goal is to build confidence in identifying personal skill gaps and planning for improvement to meet basic employment demands.
Key Concepts & Core Principles
- Understanding different job roles and the skills needed for each.
- Developing a positive work ethic, including punctuality, reliability, and a willingness to learn.
- Basic communication skills: listening, following instructions, and asking questions.
- Working safely: identifying common hazards and following simple safety rules.
- Teamwork: sharing tasks, taking turns, and supporting others.
Exam Tips & Revision Strategies
- Read all instructions carefully before starting any practical ICT task.
- Practise basic actions like turning on the computer, using the mouse, and typing before the assessment.
- Be honest about your current skill level – identifying real gaps shows self-awareness and helps you create a useful development plan.
- Take your time when following steps in a software task – rushing often leads to mistakes.
- Remember to save your work or log out properly if required, as assessors may look for this.
- Keep a simple weekly log of ICT tasks you have practiced, noting what went well and what was difficult – this will help you map your own skills development.
- If you are unsure how to complete an ICT task during an assessment, ask for clarification or support; assessors are there to help you show what you know, not to catch you out.
- Practice the same skill on different devices if possible (e.g., typing on a keyboard vs. touchscreen) to build confidence for varied workplace scenarios.
Common Misconceptions & Mistakes to Avoid
- Confusing hardware (physical parts of the computer) with software (programmes and apps).
- Thinking that using a smartphone is not part of ICT skills in the workplace.
- Being vague when identifying skill gaps, for instance saying 'I need to get better at computers' rather than specifying a task like 'I need to learn how to print a document'.
- Attempting to use ICT without first checking equipment is plugged in or turned on.
- Ignoring on-screen instructions or error messages when completing a task.
- Learners often confuse similar icons or menu options (e.g., mistaking the 'Save' icon for 'Print').
Examiner Marking Points
- Award credit for correctly using an input device (e.g., keyboard, mouse or touchscreen) to complete a given task.
- Evidence must show the learner can open and close a specific software application as instructed.
- Accept identification of skill gaps if the learner names a particular ICT task they cannot yet perform (e.g., 'I cannot send an email with an attachment').
- Look for a development plan that includes at least one concrete step, such as practising with a tutorial or asking a tutor for help.
- Credit demonstration of safe practice, such as not sharing passwords or sitting correctly at a workstation.
- Award credit for demonstrating at least two basic ICT tasks relevant to a workplace (e.g., switching on a device, logging in, opening an application, typing simple text).
- Provide credit when the learner produces a simple, legible list or verbal statement of at least one ICT skill they can already do and one they need to improve.
- Look for evidence of improvement, such as a signed witness statement confirming the learner has practiced a new skill (e.g., sending an email, printing a document) and can now perform it with minimal support.