Exploring Digital Media
This element introduces learners to basic digital technology devices such as smartphones, tablets, and computers. It explores how these devices are used for communication, learning, and entertainment in everyday life. Learners will also develop basic research skills by investigating and presenting simple information about digital media uses.
Assessment criteria
Topic Overview
The Open Awards Entry Level Award in Skills for Further Learning and Employment (Entry 1) (RQF) is a fantastic starting point for learners looking to build fundamental skills for their future. This qualification, specifically within the 'Foundations for Learning' pathway, focuses on developing essential personal and social skills that are crucial for progressing in education, training, and employment. It's designed to help you gain confidence and competence in areas like setting simple goals, communicating effectively, and working with others, all at a foundational level.
This award matters greatly because it provides a structured way to recognise and develop skills you might already use informally, but now you'll learn to apply them more purposefully. It acts as a stepping stone, helping you prepare for more advanced Entry Level qualifications (like Entry 2 or 3) or even Level 1 courses. By successfully completing this award, you'll not only gain a recognised qualification but also build a solid foundation of transferable skills that are valued in any learning or work environment.
Within the wider subject of 'Foundations for Learning', this Entry 1 award is all about establishing the very basics. It acknowledges that everyone starts somewhere and provides a supportive framework to help you identify your strengths and areas for development. Unlike higher-level qualifications that might focus on complex theories, this award is practical and hands-on, encouraging you to demonstrate your skills through real-life activities and reflections, making learning directly relevant to your everyday experiences.
Key Concepts
Core ideas you must understand for this topic
- →Identifying and setting very simple personal goals (e.g., 'I want to make a cup of tea').
- →Basic communication skills, including listening to simple instructions and speaking clearly to share a simple idea.
- →Recognising a very simple problem and identifying a basic solution (e.g., 'My pen isn't working, I need a new one').
- →Working with others by sharing, taking turns, or helping with a simple task.
- →Identifying a simple learning opportunity (e.g., 'I can learn how to use the bus by asking someone').
Learning Objectives
What you need to know and understand
- 1- Be able to identify different digital technology devices 2-Be able to identify the use of digital media devices 3-Be able to produce a research project on the use of digital media
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for correctly naming at least two common digital devices (e.g., smartphone, laptop).
- Award credit for describing one use of a digital device (e.g., 'to call someone' or 'to play games').
- Award credit for compiling a simple research project that includes at least one piece of information from a given source about digital media.
Assessment Guidance
Guidance for achieving higher grades
- 💡When describing uses, use simple, everyday language and focus on one clear example.
- 💡For the research project, choose a device you are familiar with and use pictures or symbols to support your explanation.
- 💡Always refer back to the original source when presenting information to show where you found it, even if just by naming the website or leaflet.
- 💡**Show, Don't Just Tell:** For Entry 1, practical demonstration is key. Instead of just saying you can do something, *show* it. This could be through a photo of a completed task, a simple written record, or a witness statement from your tutor confirming you performed a skill.
- 💡**Break Down Tasks:** When setting goals or solving problems, clearly show the very simple steps you took. For instance, if your goal is to make a sandwich, list 'get bread', 'get filling', 'put together'. This demonstrates your ability to plan and sequence.
- 💡**Use Clear, Simple Language:** When reflecting or answering questions, use straightforward sentences. The focus is on conveying your understanding clearly and directly, not on using complex vocabulary. Make sure your responses directly address the learning outcome.
Common Mistakes
Common errors to avoid in your coursework
- Confusing different devices (e.g., calling a tablet a computer) when asked to identify them from pictures or descriptions.
- Providing a use that does not match the chosen device (e.g., saying a smartphone is used to print documents).
- Copying large amounts of text directly from research sources without simplifying or rephrasing for their project.
- "It's just common sense; I don't need to learn these things." Correction: While many skills might feel intuitive, this qualification requires you to *demonstrate* and *reflect* on them in a structured way, proving you can apply them intentionally and effectively. You'll learn to articulate *how* you use these skills.
- "I don't need to plan anything, I just do it." Correction: Even at Entry 1, showing a very simple plan (e.g., a list of steps for a task) is a key part of demonstrating organisational skills. It's about breaking down tasks into manageable parts.
- "I don't have to talk to anyone if I don't want to." Correction: Communication is a core skill. This includes asking for help, sharing ideas, or listening to instructions. You'll be encouraged to engage in simple interactions to show your communication abilities.
Revision Plan
How to revise this topic in 1–2 weeks
- 1**Step 1: Understand the Unit:** Start by reviewing the specific learning outcomes for the 'Skills for Further Learning and Employment (Entry 1)' unit. Your tutor will explain these to you. Focus on understanding what you need to *do* to show you've met each outcome.
- 2**Step 2: Practice in Everyday Life:** Actively look for opportunities to practice the skills (like setting a simple goal, asking a question, or helping someone) in your daily routine. This makes the learning relevant and helps you build confidence.
- 3**Step 3: Gather Evidence:** As you practice, collect evidence. This might be a simple written note, a drawing, a photograph of a task you completed, or a verbal discussion with your tutor. Keep it organised, perhaps in a simple folder or scrapbook.
- 4**Step 4: Reflect and Discuss:** Regularly talk to your tutor about your progress. Reflect on what you did, what you learned, and what you found easy or difficult. This helps consolidate your learning and prepares you for any verbal questioning.
- 5**Step 5: Review Against Criteria:** Before submitting your evidence, review it with your tutor against the unit's learning outcomes. Make sure you have enough clear evidence for each point, demonstrating your skills at an Entry 1 level.
Exam Question Types
How this topic typically appears in the exam
- 📋**Practical Activities/Tasks:** You'll be asked to *do* something, like plan a very simple journey, make a list for a specific purpose, or complete a basic craft project. Advice: Focus on clearly demonstrating the skill, following any instructions carefully, and showing your process.
- 📋**Short Written Responses/Reflections:** You might write a few simple sentences about what you did, what you learned, or how you felt about a task. Advice: Use clear, simple language and directly answer the question. Your tutor can scribe for you if needed.
- 📋**Verbal Questioning/Discussion:** Your assessor will ask you questions about your work, your experiences, or how you used a particular skill. Advice: Listen carefully to the question, answer directly and clearly, and don't be afraid to ask for the question to be repeated if you don't understand.
- 📋**Portfolio Evidence Submission:** You will compile a collection of your work (e.g., photos, completed forms, simple plans, witness statements from your tutor) that demonstrates you've met the learning outcomes. Advice: Keep your evidence organised and clearly labelled, showing how each piece links to a specific skill or outcome.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OPEN AWARDS Exploring Digital Media
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Ability to follow very simple, one-step instructions.
- •Basic recognition of numbers and letters.
- •A willingness to participate in practical activities and discussions.
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Key Terminology
Essential terms to know
- 1- Be able to identify different digital technology devices 2-Be able to identify the use of digital media devices 3-Be able to produce a research project on the use of digital media
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