Developing and Presenting Information Using ICT — Open Awards Vocational Foundations for Learning

The Open Awards Entry Level Award in Skills for Further Learning and Employment (Entry 1) (RQF) is a foundational qualification designed to help you build the essential skills needed for further study and the workplace. This award focuses on developing your communication, numeracy, and personal development skills at a very basic level, ensuring you can progress confidently. It is part of the Foundations for Learning suite, which provides a stepping stone to higher-level qualifications and employment.

This qualification covers key areas such as following instructions, working with others, managing your own learning, and understanding basic health and safety. You will learn how to complete simple tasks, recognise your own strengths, and set personal goals. These skills are crucial because they form the building blocks for independent living and future success in education or work.

By studying this award, you will gain a recognised qualification that proves you have the fundamental skills to move on to Entry 2 or Entry 3 qualifications, or to start preparing for employment. It is designed for learners who need extra support to develop confidence and basic skills in a structured, supportive environment.

• →Following simple instructions: Understanding and carrying out one-step or two-step instructions accurately, such as 'put the book on the shelf' or 'take your coat and hang it up'.
• →Working with others: Taking turns, listening to others, and contributing to a group task, like sharing resources or helping a partner complete a simple activity.
• →Managing own learning: Setting a simple goal (e.g., 'I will finish this worksheet'), checking your own progress, and asking for help when needed.
• →Basic health and safety: Identifying common hazards (e.g., wet floor, trailing wires) and following safety rules, such as washing hands before eating or wearing an apron in cooking.
• →Recognising own strengths: Identifying something you are good at (e.g., 'I am good at counting') and something you want to improve (e.g., 'I want to get better at reading').

• Award credit for demonstrating the ability to type personal details (e.g., name, address) into a simple form or word processor without assistance.
• Award credit for producing a basic digital document (e.g., poster, simple slide) that includes text and possibly an image, showing understanding of layout.
• Award credit for successfully locating and removing or changing letters/words in a digital document, following clear instructions.
• Award credit for orally explaining the steps taken to create or edit the digital product, using ICT vocabulary such as 'type', 'delete', 'save'.

• 💡Practise proofreading your digital work aloud to catch errors and build confidence for the oral presentation component.
• 💡During the oral presentation, use simple, clear language to describe what you did, e.g., 'I typed my name, then I added a picture.'
• 💡Always confirm with your assessor that you have saved your file correctly before moving on to the next task.
• 💡Tip 1: Use real-life examples in your portfolio. For instance, when showing you can follow instructions, include a photo of you making a cup of tea with step-by-step captions. This makes your evidence stronger and more personal.
• 💡Tip 2: Don't rush. Take your time to complete tasks carefully. It's better to do one thing well than to rush and make mistakes. Your tutor is there to help, so ask questions if you're unsure.
• 💡Tip 3: Keep a simple diary or log of what you do each day. This can help you remember what you have learned and provide evidence for your portfolio. Even a few words or pictures each day can make a big difference.

• Confusing the backspace and delete keys, leading to unintended removal of text.
• Forgetting to save work before closing the application, resulting in loss of all entered data.
• Relying on the assessor to correct spelling or formatting errors instead of attempting self-correction.
• Struggling to articulate the process during oral presentation due to limited ICT terminology or nervousness.
• Misconception: 'If I can't read or write well, I can't do this course.' Correction: This course is designed for beginners. You will learn at your own pace with support from your tutor. Many tasks involve pictures, symbols, or verbal instructions, not just written text.
• Misconception: 'Working with others means I have to talk a lot.' Correction: Working with others includes listening, following instructions, and non-verbal communication like nodding or pointing. You can contribute in ways that feel comfortable for you.
• Misconception: 'Setting goals is only for people who are already good at something.' Correction: Goals can be very simple, like 'I will try to write my name' or 'I will ask for help when I am stuck'. Everyone can set goals, no matter their starting point.

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