Following Health and Safety Working Practices when Using ICT
OPEN AWARDS
Vocational
This element focuses on identifying and following essential health and safety working practices when using Information and Communication Technology (ICT). It covers the importance of maintaining a safe physical environment, electrical safety, and the secure handling of personal access credentials such as passwords and PINs to protect both the user and digital information.
17
Learning Outcomes
21
Assessment Guidance
24
Key Skills
16
Key Terms
25
Assessment Criteria
Assessment criteria
Open Awards Entry Level Diploma in Skills for Further Learning and Employment (Entry 2) (RQF)
Open Awards Entry Level Award in Skills for Further Learning and Employment (Entry 2) (RQF)
Open Awards Entry Level Certificate in Skills for Further Learning and Employment (Entry 2) (RQF)
Open Awards Entry Level Certificate in Skills for Further Learning and Employment (Entry 1) (RQF)
Open Awards Entry Level Diploma in Skills for Further Learning and Employment (Entry 1) (RQF)
Open Awards Entry Level Award in Skills for Further Learning and Employment (Entry 1) (RQF)
Topic Overview
Foundations for Learning is a core component of the Open Awards Entry Level Diploma in Skills for Further Learning and Employment (Entry 2). This unit introduces you to the basic skills needed to succeed in education and work, such as following instructions, working with others, and managing your own learning. You will explore how to set simple goals, organise your time, and reflect on what you have achieved. These skills are essential for building confidence and independence, whether you plan to move on to further study, an apprenticeship, or employment.
The unit is divided into practical tasks that help you develop key employability and study skills. For example, you will learn how to listen carefully, ask for help when needed, and complete tasks within a given time. You will also practise working as part of a team, sharing ideas, and respecting others' opinions. By the end of the unit, you will have created a personal development plan that shows your strengths and areas for improvement, which is a valuable tool for future progression.
Foundations for Learning fits into the wider Entry Level Diploma by providing the groundwork for all other units. Whether you are studying English, maths, or vocational subjects, the skills you gain here will help you approach your work more effectively. Employers and further education providers value these foundational skills because they show you are ready to learn and contribute. This unit is your first step towards becoming a confident, independent learner.
Key Concepts
Core ideas you must understand for this topic
- →Setting SMART goals: Specific, Measurable, Achievable, Relevant, and Time-bound targets help you focus your efforts and track progress.
- →Time management: Breaking tasks into smaller steps, using a planner, and prioritising what needs to be done first.
- →Teamwork: Listening to others, sharing tasks, and giving constructive feedback to achieve a common goal.
- →Self-reflection: Looking back at what you have learned, identifying what went well, and deciding what to improve next time.
Learning Objectives
What you need to know and understand
- Identify common hazards in an ICT workspace
- State safety measures to prevent electrical risks when using ICT
- Describe the purpose of passwords and PINs for security
- Outline rules for keeping passwords and PINs secure
- Understand some safety measures needed when using ICT., Understand safety measures needed when using passwords and PINs.
- Identify potential hazards associated with using ICT equipment in a typical learning or work setting
- Describe basic safety measures to reduce risks when using computers and mobile devices
- Explain the importance of keeping passwords and PINs confidential
- Recognise situations where a password or PIN should be entered securely
- Demonstrate correct posture and positioning when sitting at a computer workstation
- List steps to take before using shared or public ICT devices
- Identify common hazards associated with using ICT equipment
- State safe working practices to minimise risks when using computers
- Describe the correct procedure for reporting an ICT-related incident or hazard
- List appropriate sources of help when experiencing ICT problems
- Understand safety measures needed when using ICT., Know where to find help when needed.
- Understand safety measures needed when using ICT., Know where to find help when needed.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for recognising physical hazards such as trailing cables or overloaded sockets
- Expect evidence of understanding that food and drink should be kept away from ICT equipment
- Look for responses that explain passwords must not be shared or written down visibly
- Credit for stating that PINs should be covered when entered in public spaces
- Award credit for demonstrating understanding of correct sitting posture and monitor positioning to avoid strain.
- Award credit for explaining how to manage cables and avoid trip hazards in an ICT environment.
- Award credit for describing safe practices when using electrical equipment (e.g., not overloading sockets, checking for damage).
- Award credit for showing awareness of the importance of keeping passwords and PINs confidential and not sharing them.
- Award credit for identifying steps to create a strong password (e.g., mixing letters and numbers, avoiding obvious personal details).
- Award credit for correctly naming at least two physical risks (e.g., tripping over cables, eye strain) associated with ICT use
- Acceptance of any reference to keeping passwords private and not sharing them with friends
- Look for evidence of understanding that PINs should be hidden when entered in public places
- Acknowledge mention of taking regular breaks or adjusting screen brightness as a safety measure
- Credit demonstration of correct chair height and screen distance during practical assessment
- Award credit for correctly identifying at least two potential hazards (e.g., trailing cables, overloaded sockets)
- Credit responses that demonstrate understanding of basic ergonomics (e.g., adjusting chair height, screen position)
- Credit for naming a specific person or service to contact for help (e.g., tutor, IT support, health and safety officer)
- Look for evidence that the learner knows when to stop using equipment and seek assistance (e.g., if there is a burning smell)
- Award credit for demonstrating awareness of basic ergonomic principles, such as sitting with a straight back, adjusting chair height, and positioning the screen at eye level.
- Award credit for evidencing knowledge of routine safety checks, including visually inspecting cables and plugs for damage, ensuring drinks are kept away from equipment, and reporting any faults immediately.
- Award credit for showing understanding of what to do in an emergency, such as knowing the location of fire exits and first aid kits, and how to respond to electrical incidents.
- Award credit for identifying at least two reliable sources of help, such as a supervisor, IT technician, or health and safety officer, and explaining when and how to contact them.
- Award credit for demonstrating appropriate posture when seated at a computer, such as sitting upright with feet flat on the floor.
- Award credit for identifying at least two physical hazards in the immediate ICT environment, such as trailing cables or overloaded sockets.
- Award credit for correctly naming a responsible person (e.g., tutor, assessor, first aider) to contact in case of an ICT-related health or safety issue.
Assessment Guidance
Guidance for achieving higher grades
- 💡Use simple, clear examples from everyday ICT use to demonstrate understanding
- 💡Always link safety measures to a potential hazard or risk to show full comprehension
- 💡In assessments, always link your safety examples directly to the ICT context—for instance, mention specific equipment like keyboards, monitors, and cables.
- 💡When answering questions on password safety, demonstrate practical knowledge by suggesting a method to create a memorable but secure password.
- 💡Use the phrase 'duty of care' or 'personal responsibility' to show you understand why health and safety matters for yourself and others.
- 💡For observation-based assessments, actively show safe behaviours (e.g., adjusting your chair, tucking cables away) rather than just talking about them.
- 💡Always consider both physical and digital safety aspects when answering questions about ICT health and safety
- 💡Use examples from everyday life to illustrate password or PIN security, such as not writing PINs on bank cards
- 💡In practical demonstrations, physically show safe adjustments to your workstation rather than just describing them
- 💡Read questions carefully to distinguish between safety measures for ICT equipment and those for data protection
- 💡Read each question carefully to determine whether it asks about a hazard, a safety measure, or how to get help
- 💡Use concrete examples (e.g., 'don't use a computer with a frayed cable') rather than abstract answers
- 💡Remember that seeking help is a positive action; always try to name a specific role or place (e.g., 'ask my tutor')
- 💡In practical assessments, demonstrate safe behaviour consistently, such as adjusting your seat and checking cables before starting
- 💡When completing written tasks or being observed, always explicitly state the safety measures you are applying and why they are important, even if they seem obvious.
- 💡Use real-life examples from your own ICT use to illustrate your understanding, such as describing how you adjust your workstation or whom you would approach with a technical problem.
- 💡Remember to name specific job roles or services (e.g., ‘the IT helpdesk’, ‘my line manager’) rather than giving vague answers like ‘someone in charge’.
- 💡Be prepared to explain the consequences of ignoring safety practices, for both personal wellbeing and the organisation, to demonstrate deeper understanding.
- 💡During practical assessments, verbally or physically highlight one safety check you are performing, such as adjusting screen brightness or clearing desk clutter.
- 💡If unsure about a safety procedure, always refer to the designated safety contact rather than attempting to fix an issue independently.
- 💡Remember that open-ended questions in written assignments should be answered with clear, simple statements referencing both preventive measures and appropriate help sources.
- 💡Use specific examples from your own experience when answering questions about teamwork or goal setting. For instance, describe a time you worked with a partner to complete a project and what you contributed.
- 💡In your personal development plan, be honest about your strengths and areas for improvement. Assessors want to see that you can identify real areas to work on, not just write what you think they want to hear.
- 💡When reflecting on a task, always mention at least one thing you would change next time. This shows you are thinking critically about your learning.
Common Mistakes
Common errors to avoid in your coursework
- Overlooking physical safety and focusing only on online threats
- Assuming that using obvious passwords like ‘1234’ is acceptable
- Thinking that sharing a PIN with a trusted friend is safe practice
- Believing that ICT safety only refers to online risks, overlooking physical hazards like poor posture or trailing wires.
- Assuming that sharing a password with a trusted friend or colleague is safe, without recognizing the risk of unauthorized access.
- Using easily guessed passwords, such as '1234' or 'password', which undermines account security.
- Forgetting that health and safety includes taking regular breaks from the screen to prevent eye strain and fatigue.
- Assuming that all ICT safety is about online threats rather than physical environment
- Believing that sharing passwords with trusted friends is harmless
- Forgetting to consider electrical safety, such as overloading sockets or using damaged cables
- Focusing only on anti-virus software without addressing basic ergonomic practices
- Reusing the same easy-to-guess password across multiple accounts
- Assuming that all ICT equipment is inherently safe without any precautions
- Failing to distinguish between personal safety measures and equipment care
- Not knowing who to report to or providing vague answers like 'tell someone' without specifying
- Neglecting to mention simple but critical actions such as not eating or drinking near computers
- Overlooking the importance of taking regular screen breaks, leading to eye strain and fatigue, which is often unreported or unmanaged.
- Using ICT equipment with poor posture or in cramped conditions, assuming short-term use eliminates risk.
- Not knowing who to report a health and safety concern to, or assuming someone else will report it.
- Believing that small hazards like a slightly frayed cable or a cluttered desk are not significant enough to address.
- Failing to follow manufacturer’s instructions for equipment setup, such as placing monitors too close or in direct sunlight.
- Believing that ICT equipment poses no physical risks because it does not involve heavy machinery.
- Assuming that help is automatically available without needing to actively seek it out or report a problem.
- Confusing general workplace safety with specific ICT safety, such as overlooking eye strain or repetitive strain injury.
- Misconception: 'I don't need to plan – I can just start working.' Correction: Planning helps you avoid wasting time and ensures you complete all parts of a task. Even a simple list of steps can make a big difference.
- Misconception: 'Teamwork means everyone does the same thing.' Correction: Effective teamwork involves dividing tasks based on each person's strengths. You should agree on roles and responsibilities to work efficiently.
- Misconception: 'Reflection is just saying what you did.' Correction: Reflection should include what you learned, what challenges you faced, and how you would do things differently. This shows deeper understanding.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OPEN AWARDS Following Health and Safety Working Practices when Using ICT
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.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic communication skills: being able to listen, speak, and respond to simple questions.
- •Ability to follow simple instructions, such as 'complete this worksheet in 10 minutes'.
Coursework AI Review
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Key Terminology
Essential terms to know
- Safe ICT working environment
- Electrical and equipment safety
- Password and PIN confidentiality
- Personal and data security
- Understand some safety measures needed when using ICT., Understand safety measures needed when using passwords and PINs.
- ICT equipment safety
- Password protection
- Personal data security
- Physical workstation ergonomics
- Electrical hazard awareness
- Electrical safety and cable management
- Ergonomic awareness and posture
- Hazard identification and reporting
- Sources of assistance and support
- Understand safety measures needed when using ICT., Know where to find help when needed.
- Understand safety measures needed when using ICT., Know where to find help when needed.
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