Developing ICT skills — NOCN Vocationally-Related Qualification Foundations for Learning Revision

    This element focuses on foundational ICT skills for learners at Entry Level 1, enabling them to interact with technology to perform simple control tasks (s

    Topic Synopsis

    This element focuses on foundational ICT skills for learners at Entry Level 1, enabling them to interact with technology to perform simple control tasks (such as turning devices on/off), access information (e.g., using a touchscreen to see pictures), and facilitate communication (e.g., using augmentative devices). These skills support independence and personal progression in daily living and learning contexts.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Developing ICT skills

    NOCN
    vocational

    This element focuses on foundational ICT skills for learners at Entry Level 1, enabling them to interact with technology to perform simple control tasks (such as turning devices on/off), access information (e.g., using a touchscreen to see pictures), and facilitate communication (e.g., using augmentative devices). These skills support independence and personal progression in daily living and learning contexts.

    7
    Learning Outcomes
    10
    Assessment Guidance
    10
    Key Skills
    8
    Key Terms
    11
    Assessment Criteria

    Assessment criteria

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

    Topic Overview

    The NOCN Entry Level Award in Personal Progress (Entry 1) is a foundational qualification designed to support learners with significant learning difficulties or disabilities in developing essential life skills. This award focuses on building confidence, independence, and communication abilities through practical, real-world activities. It is part of the Foundations for Learning suite, which provides a stepping stone for students to progress to higher levels of study or into more independent living.

    This qualification covers key areas such as personal care, social interaction, and basic decision-making. Students engage in tasks like managing personal hygiene, expressing preferences, and working with others in a group. The emphasis is on experiential learning, where students learn by doing, with support from teachers and teaching assistants. Success in this award helps learners gain a sense of achievement and prepares them for further qualifications or daily life challenges.

    The Entry Level Award is assessed through portfolio-based evidence, meaning students collect examples of their work and progress over time. This approach allows for flexibility and personalisation, ensuring that each learner can demonstrate their abilities in a way that suits them. The qualification is widely recognised by further education colleges and social care providers, making it a valuable credential for students aiming to develop greater autonomy.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal care routines: Understanding and practising daily tasks like washing, dressing, and eating independently.
    • →Communication skills: Using verbal and non-verbal methods to express needs, feelings, and choices.
    • →Social interaction: Working cooperatively with peers and adults, taking turns, and following simple instructions.
    • →Decision-making: Making simple choices (e.g., what to eat or wear) and understanding consequences.
    • →Safety awareness: Recognising basic dangers (e.g., hot surfaces, traffic) and following safety rules.

    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
    • Use ICT to control the environment, Use ICT as a source of information, Use ICT to communicate or to augment or enable communication
    • Operate a switch-adapted device to produce a predictable outcome
    • Touch a screen to make a choice between two symbols or photographs
    • Interact with cause-and-effect software for a sustained period
    • Use a simple communication aid to request a desired item
    • Recognise a personal photograph on screen when presented with two options

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the ability to turn on and off a simple electronic device (e.g., tablet, switch-adapted toy) safely and consistently.
    • Look for evidence of using ICT to locate a specific piece of information, such as finding a picture of a familiar object on a tablet with prompts.
    • Credit should be given for any intentional use of ICT for communication, such as pressing a single switch to activate a pre-recorded message or using a symbol-based app to indicate a choice.
    • Award credit for demonstrating intentional cause-and-effect understanding by consistently activating a switch, touch screen, or other access device to produce a predictable and desired environmental change (e.g., turning on a fan, activating a musical toy).
    • Award credit for showing recognition that ICT can provide information by independently seeking out and responding to a preferred digital stimulus (e.g., pressing a specific area on a tablet to hear a favourite song or see a photograph).
    • Award credit for using any aided or unaided communication method (e.g., single-message VOCA, symbol exchange, eye-gaze frame) with ICT to convey a choice, request, or social greeting within a meaningful context, even if supported by graduated prompting.
    • Award credit for consistent, independent activation of a switch or touch, not just accidental contact.
    • Look for evidence of anticipation or pleasure when the outcome follows the action.
    • Credit for showing a clear preference by repeated selection of one option over another.
    • Accept evidence of progression from full physical support to partial or independent activation.
    • Recognise any intentional communication attempt using ICT, even if not fully successful.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Ensure that evidence (e.g., videos, witness statements) captures the learner's active engagement and initiation, not just passive compliance.
    • 💡For the control objective, use real-life practical tasks like using a remote control to operate a toy car or using a button to activate a blender, as this demonstrates functional application.
    • 💡When documenting communication via ICT, include detail on the context and the learner's intent to show that the technology genuinely augmented their communication.
    • 💡Observe the learner across multiple sessions and with different ICT setups to establish consistency in intentional actions; a single instance may be coincidental.
    • 💡Ensure the learner is optimally positioned, access methods are individually tailored, and the environment is free from distractions to give the best opportunity for demonstration of skills.
    • 💡Use highly motivating, personalised stimuli (e.g., family photos, favourite music) and allow plenty of processing time before interpreting a lack of response as a skill deficit.
    • 💡Capture video evidence across multiple sessions and contexts to demonstrate consistency.
    • 💡Use motivating, familiar stimuli (e.g., favourite music, photos) to observe intentional interaction.
    • 💡Record both the setup and the learner's response, noting any necessary support and the degree of independence.
    • 💡Present an unsuccessful attempt alongside a clear example of intentional use to show progress.
    • 💡Tip 1: Use real-life contexts for evidence. For example, take photos of a student making a snack or washing hands, and write a brief description of what they did. This shows practical application.
    • 💡Tip 2: Encourage students to reflect on their learning. Simple questions like 'What did you do well?' or 'What was hard?' can be recorded as audio or with symbols to demonstrate understanding.
    • 💡Tip 3: Ensure evidence is varied. Include observations from different settings (classroom, home, community) to show consistency and transfer of skills.

    Common Mistakes

    Common errors to avoid in your coursework

    • Incorrectly positioning devices or switches, leading to physical barriers that prevent the learner from accessing the technology effectively.
    • Over-prompting by staff, which may result in the learner becoming passive and not initiating the use of ICT.
    • Focusing too heavily on operational skills rather than the functional purpose of the ICT use (e.g., pressing a switch without understanding it causes an effect).
    • Assessors mistaking passive watching or random movement as a deliberate ICT interaction; intentionality must be evidenced through repeated, non-random responses.
    • Over-prompting or physically guiding the learner’s hand throughout the activity, which prevents accurate assessment of the learner’s independent ability to control or communicate with the technology.
    • Assuming that a lack of response means inability rather than considering physical access barriers, sensory preferences, or the need for a more familiar or motivating stimulus.
    • Relying on adult hand-over-hand support without any emerging independence.
    • Failing to look at the screen, thus not connecting action with on-screen outcome.
    • Randomly banging the screen or switch instead of a purposeful press.
    • Becoming distracted by the sensory nature of the cause-and-effect activity and losing the task focus.
    • Misconception: This qualification is only about academic learning. Correction: It focuses on practical life skills and personal development, not just academic knowledge.
    • Misconception: Students must be able to read and write to succeed. Correction: Evidence can be gathered through observation, photographs, and verbal contributions; literacy is not a barrier.
    • Misconception: The award is the same for all students. Correction: It is highly personalised; tasks and evidence are tailored to each learner's abilities and goals.

    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, but learners should have some basic communication skills (e.g., ability to indicate yes/no) and be willing to engage in structured activities.
    • •Familiarity with a routine and ability to follow simple instructions 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
    • Use ICT to control the environment, Use ICT as a source of information, Use ICT to communicate or to augment or enable communication
    • Cause and effect
    • Environmental control
    • Access methods
    • Information access
    • Augmentative communication
    • Sensory engagement

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