Developing ICT skills — Laser Learning Awards Other Life Skills Qualification Foundations for Learning Revision

    This element focuses on enabling learners at Entry 1 to develop essential ICT skills for personal progress, emphasizing hands-on, practical use of technolo

    Topic Synopsis

    This element focuses on enabling learners at Entry 1 to develop essential ICT skills for personal progress, emphasizing hands-on, practical use of technology in everyday contexts. Learners explore how ICT can be used to control their immediate environment—such as operating simple switches or cause-and-effect software—access information from digital sources, and communicate through aided means like symbols or basic text. The aim is to foster independence and participation through personalized, functional ICT applications.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Developing ICT skills

    LASER LEARNING AWARDS
    vocational

    This element focuses on enabling learners at Entry 1 to develop essential ICT skills for personal progress, emphasizing hands-on, practical use of technology in everyday contexts. Learners explore how ICT can be used to control their immediate environment—such as operating simple switches or cause-and-effect software—access information from digital sources, and communicate through aided means like symbols or basic text. The aim is to foster independence and participation through personalized, functional ICT applications.

    11
    Learning Outcomes
    12
    Assessment Guidance
    12
    Key Skills
    10
    Key Terms
    13
    Assessment Criteria

    Assessment criteria

    Laser Entry Level Award in Personal Progress (Entry 1)
    Laser Entry Level Diploma in Personal Progress (Entry 1)
    Laser Entry Level Certificate in Personal Progress (Entry 1)

    Topic Overview

    The Laser Entry Level Award in Personal Progress (Entry 1) is a foundational qualification designed to support learners in developing essential life skills. It focuses on building confidence, independence, and basic competencies in areas such as communication, numeracy, and personal care. This award is ideal for students who are beginning their learning journey and need a structured, supportive framework to achieve small, meaningful steps in personal development.

    The qualification covers a range of topics tailored to individual needs, including managing daily routines, understanding basic health and safety, and developing social skills. It is part of the wider Foundations for Learning suite, which aims to prepare students for further study, employment, or independent living. By completing this award, learners gain a sense of achievement and a solid foundation for progressing to higher-level qualifications.

    For students, this award matters because it recognises progress in real-world skills that are directly applicable to everyday life. It is assessed through practical tasks and observations, allowing learners to demonstrate their abilities in a supportive environment. The qualification is flexible, enabling teachers to adapt content to each student's unique goals, making it a truly personalised learning experience.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal development: Understanding and managing one's own emotions, behaviour, and daily routines to build independence.
    • →Communication skills: Developing basic verbal and non-verbal communication to express needs, follow instructions, and interact with others.
    • →Numeracy for life: Applying simple number skills in practical contexts, such as counting objects, recognising money, and telling time.
    • →Health and safety awareness: Identifying common hazards in the home and community, and knowing basic safety rules.
    • →Social interaction: Learning to take turns, share, and cooperate with peers in group activities.

    Learning Objectives

    What you need to know and understand

    • Use ICT to control the environment, Use ICT as a source of information, Use ICT to communicate or to augment or enable communication
    • Demonstrate how to use a switch, touchscreen, or other adapted device to operate a simple electronic appliance
    • Identify a specific source of information using ICT, such as a weather app or a symbol-based website
    • Use an ICT tool to send a simple message, request, or greeting to a familiar person
    • Recognise common symbols or icons used in augmentative and alternative communication (AAC) software
    • Operate a basic ICT device safely, following given instructions or prompts
    • Demonstrate the ability to operate a switch or simple interface to control an environmental device (e.g., light, fan, radio).
    • Select an icon or simple prompt to retrieve information from a digital source (e.g., weather app, picture schedule).
    • Use a communication aid or app to express a basic need or preference.
    • Follow simple verbal or visual instructions to turn on/off a digital device.
    • With support, navigate a simple on-screen menu to choose an activity or media.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating intentional activation of an ICT device to cause a direct effect in the environment, e.g., pressing a switch to turn on a light or play a sound.
    • Evidence must show the learner's ability to select and access a simple source of information, such as an on-screen choice board or a digital photo album, with appropriate support.
    • Look for consistent use of ICT tools for communication purposes, whether through augmentative and alternative communication (AAC) devices, simple picture-exchange software, or basic text entry, with a clear communicative intent.
    • Evidence of the learner activating a device (e.g., turning on a lamp via a switch interface) with appropriate support
    • Award credit for demonstrating the ability to navigate to a pre-set information source, such as a favourite website or app
    • Screenshot or observation of a message created and sent using an adapted email client, symbol-based chat, or similar tool
    • Confirmation that the learner can indicate a choice or request using a communication aid
    • Assessor notes on consistent and safe handling of equipment, including powering on/off and reporting issues
    • Award credit for independently activating a switch to produce a deliberate environmental effect.
    • Evidence must show the learner can use at least two different ICT tools for communication (e.g., a single-message communicator and a tablet app).
    • Observe correct hand placement or pointing when using a touchscreen, and note any physical prompts required.
    • Credit for demonstrating awareness of cause and effect through ICT (e.g., pressing a button to play a video).
    • Assess understanding of simple on-screen symbols or icons by observing correct selection.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Capture video evidence or annotated photographic sequences to clearly show the learner's active engagement and the resulting outcome when using ICT to control the environment.
    • 💡For communication tasks, ensure evidence demonstrates a clear desire to convey a message, even if pre-symbolic, and that this is linked to an ICT tool enabling or augmenting that communication.
    • 💡When assessing information retrieval, use familiar and motivating digital content, and document how the learner navigated to it, even if physical guidance was needed, to show progress in ICT interaction.
    • 💡Practice with the exact same equipment and software that will be used in the assessment to build familiarity
    • 💡Keep a simple log or diary of each ICT activity with date, what was done, and level of support needed
    • 💡Use clear, consistent language or symbols when giving instructions during assessment to match the learner’s communication level
    • 💡Ensure all evidence is captured through video, photographs, or witness statements, as written work may not be appropriate for this level
    • 💡Provide ample practice time with the specific devices used in the assessment to build familiarity and reduce anxiety.
    • 💡Use real-life contexts and meaningful motivators (e.g., preferred toys, favourite videos) to elicit natural responses.
    • 💡Document all evidence clearly, especially when using assistive technology, to demonstrate independent or supported achievement.
    • 💡Break tasks into small, achievable steps and reward each success to maintain engagement.
    • 💡Ensure all non-verbal communication attempts (e.g., pointing, gesturing) are captured as evidence when using ICT for communication.
    • 💡Focus on consistent, small steps: Break down each skill into manageable tasks and practise them regularly. Examiners look for evidence of progress over time, so keep a log of achievements.
    • 💡Use real-life contexts: When preparing for assessment, apply skills in everyday situations, such as counting change during a shopping trip or following a recipe. This shows practical understanding.
    • 💡Communicate with your assessor: If you are unsure about a task, ask for clarification. Assessors want to see your best work, so it's okay to seek support.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming that passive exposure to ICT (e.g., watching a video) constitutes active use for controlling the environment or communication.
    • Overlooking the need for assistive technology setups tailored to the learner's physical or sensory needs, leading to inaccurate assessment of their ICT skills.
    • Confusing non-communicative random actions (e.g., accidental screen touches) with purposeful ICT use for communication.
    • Pressing buttons repeatedly without pausing for the device to respond, leading to unintended commands
    • Forgetting to check that the device is charged or plugged in before use
    • Selecting an incorrect icon when communicating because symbols are not clearly discriminated
    • Attempting to use ICT without waiting for supervision, risking accidental damage or accessing inappropriate content
    • Assuming learners must use standard input devices like a mouse or keyboard without considering adapted equipment.
    • Overlooking the need for consistent switch placement and positioning for reliable motor access.
    • Confusing 'communication' with only verbal output, neglecting non-verbal methods like picture exchange apps.
    • Failing to document the level of support provided, leading to ambiguity about independent achievement.
    • Presenting too many options without first teaching basic discrimination between two choices.
    • Misconception: This award is just about 'playing' and has no real academic value. Correction: The award involves structured, purposeful activities that develop essential life skills, which are crucial for future learning and independence.
    • Misconception: Students must complete all units to pass. Correction: The qualification is flexible; learners can achieve the award by completing a specified number of credits from a range of units, allowing for personalised learning pathways.
    • Misconception: Assessment is only through written tests. Correction: Assessment is primarily through observation of practical tasks and portfolio evidence, making it accessible for students who struggle with written exams.

    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 award, but learners should have a basic awareness of their own needs and an ability to engage in simple activities with support.
    • •Prior experience in a structured learning environment, such as a nursery or reception class, can be helpful but is not essential.

    Key Terminology

    Essential terms to know

    • Use ICT to control the environment, Use ICT as a source of information, Use ICT to communicate or to augment or enable communication
    • Environmental Control through ICT
    • Information Retrieval Skills
    • Communication Enhancement
    • Digital Inclusion
    • Environmental control through technology
    • Accessing information digitally
    • Augmentative and alternative communication
    • Operating basic switches and interfaces
    • Using simple software applications

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