Developing ICT skills — OCN London English For Speakers of Other Languages Foundations for Learning Revision

    This element focuses on enabling learners at Entry 1 to engage with Information and Communication Technology (ICT) as a functional tool for independence an

    Topic Synopsis

    This element focuses on enabling learners at Entry 1 to engage with Information and Communication Technology (ICT) as a functional tool for independence and self-expression. It covers the use of adapted hardware and software to control aspects of the immediate environment, access simplified digital information, and communicate needs or choices, reinforcing the role of technology in overcoming barriers to participation.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Developing ICT skills

    OCN LONDON
    vocational

    This element focuses on enabling learners at Entry 1 to engage with Information and Communication Technology (ICT) as a functional tool for independence and self-expression. It covers the use of adapted hardware and software to control aspects of the immediate environment, access simplified digital information, and communicate needs or choices, reinforcing the role of technology in overcoming barriers to participation.

    10
    Learning Outcomes
    9
    Assessment Guidance
    8
    Key Skills
    11
    Key Terms
    9
    Assessment Criteria

    Assessment criteria

    OCNLR Entry Level Award in Personal Progress (Entry 1)
    OCNLR Entry Level Certificate in Personal Progress (Entry 1)

    Topic Overview

    The OCNLR Entry Level Award in Personal Progress (Entry 1) is designed to help you develop essential life skills and build confidence in everyday situations. This qualification focuses on practical abilities such as communication, numeracy, and personal development, which are crucial for independent living and further learning. By completing this award, you will gain a foundation that supports your journey towards greater autonomy and success in both education and daily life.

    This award is part of the Foundations for Learning suite, which aims to equip learners with the skills needed to progress to higher levels of study or employment. The content is tailored to Entry 1 level, meaning it is suitable for beginners or those who need extra support in core areas. You will explore topics like following instructions, using money, and expressing feelings, all of which are directly applicable to real-world scenarios.

    Understanding personal progress is not just about passing assessments; it's about recognising your own growth and setting goals for the future. This qualification encourages you to reflect on your achievements and identify areas for improvement, fostering a positive attitude towards learning. Whether you plan to move on to Entry 2 qualifications or simply want to enhance your daily life skills, this award provides a solid stepping stone.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal Development: Understanding your own strengths, weaknesses, and goals, and learning how to improve yourself step by step.
    • →Communication: Developing basic skills to express needs, ask questions, and interact with others in simple, clear ways.
    • →Numeracy: Applying basic number skills, such as counting, recognising numbers, and handling money in everyday contexts.
    • →Following Instructions: Learning to listen carefully and carry out simple tasks accurately, which is vital for safety and independence.
    • →Reflection: Thinking about what you have done, how you felt, and what you learned, to help you plan your next steps.

    Learning Objectives

    What you need to know and understand

    • Operate a single switch or touch screen to produce an intentional effect in the environment
    • Locate a familiar image or symbol from a simple on-screen choice board
    • Use a communication application or device to express a basic need or preference
    • Activate a digital device to access a favourite song, video, or sensory stimulus
    • Demonstrate safe handling of ICT equipment, such as turning a tablet on and off with support
    • Activate a switch device to control a simple electronic appliance
    • Select a symbol on a touchscreen to access a desired video or song
    • Use a single-message communication aid to request a break or activity
    • Demonstrate awareness of cause-and-effect through consistent switch use
    • Indicate a preference by choosing between two ICT-based options

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for independently pressing a switch to cause a change in the environment (e.g., turning on a light or fan).
    • Award credit for pointing to or touching a target icon on a screen with reduced physical prompting.
    • Award credit for selecting a symbol from a communication grid to convey a need (e.g., drink, toilet).
    • Award credit for sustaining attention on a chosen on-screen activity for at least 10 seconds.
    • Award credit for following a simple visual or auditory prompt to navigate to a preferred webpage or app.
    • Award credit for any intentional, non-accidental interaction with ICT that produces a predictable environmental response
    • Credit observation of the learner consistently making a choice from a visual or auditory ICT menu
    • Accept any motor or gaze-based response that demonstrates a clear link between action and communication outcome
    • Value progress in transitioning from physical prompting to independent initiation

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Ensure observation records clearly differentiate between full physical support and independent actions.
    • 💡Use highly motivating, personalised rewards on-screen to sustain engagement during assessment tasks.
    • 💡Incorporate multi-sensory cues (sound, vibration, bright colours) to reinforce on-screen selections.
    • 💡Allow sufficient time for learners to process and respond, as many will require extended wait times.
    • 💡Consider environmental setup: reduce glare on screens and position equipment within easy reach for access.
    • 💡Record video evidence to capture dynamic communication and control interactions for moderation
    • 💡Use a variety of ICT equipment to generalise skills across different contexts and purposes
    • 💡Document baseline and incremental progress with specific, dated observations
    • 💡Collaborate with speech and language therapists to align ICT use with communication goals
    • 💡Tip 1: Use real-life examples in your assessments. For instance, when showing you can use money, talk about buying a snack or a bus ticket. This makes your work more authentic and easier to mark.
    • 💡Tip 2: Don't rush. Take your time to read or listen to instructions carefully. If you are unsure, ask your teacher or assessor to repeat them. It is better to ask than to make a mistake.
    • 💡Tip 3: Keep a simple diary or log of your activities. This helps you remember what you did and how you felt, which is useful for reflection tasks. Even a few words or pictures can be enough.

    Common Mistakes

    Common errors to avoid in your coursework

    • Learners may press a switch repeatedly without observing the outcome, missing the cause-and-effect link.
    • Over-reliance on adult hand-over-hand guidance, which can obscure the learner's intentionality.
    • Confusing similar icons or symbols when scanning a grid, especially if symbols are not personalised.
    • Difficulty maintaining finger pressure or release on a touchscreen due to motor challenges.
    • Misinterpreting reflexive or random movements as deliberate ICT interaction
    • Using over-complex assistive devices that exceed the learner's motor or cognitive capabilities
    • Failing to provide adequate wait time for the learner to process and respond
    • Assuming that a single successful attempt indicates mastery without checking for consistency
    • Misconception: Personal progress only means academic achievement. Correction: Personal progress includes emotional, social, and practical skills, not just grades. For example, learning to ask for help is a sign of progress.
    • Misconception: You must be able to read and write well to succeed. Correction: This award is designed for Entry 1 level, so it uses simple language and visual supports. You can use pictures, symbols, or verbal responses to show your understanding.
    • Misconception: Following instructions means you cannot ask questions. Correction: Asking questions shows you are engaged and want to get it right. It is a key part of communication and learning.

    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 it is helpful to have basic awareness of everyday routines and simple number concepts, such as counting to 10.
    • •Familiarity with following simple spoken instructions, like 'sit down' or 'give me the book', will make the course easier.

    Key Terminology

    Essential terms to know

    • Environmental control
    • Information access
    • Augmentative and alternative communication
    • Basic ICT operation
    • Cause and effect
    • Sensory engagement
    • Environmental Control
    • Information Access
    • Augmentative Communication
    • Cause-and-Effect Understanding
    • Assistive Technology Use

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