Following Safe and Healthy Working Practices when Using ICT — WJEC-CBAC Other Life Skills Qualification Foundations for Learning Revision

    This subtopic introduces learners to fundamental personal safety and security practices required when using common ICT equipment. It covers physical precau

    Topic Synopsis

    This subtopic introduces learners to fundamental personal safety and security practices required when using common ICT equipment. It covers physical precautions such as correct seating posture and avoiding trip hazards, alongside essential digital safeguards like protecting passwords and PINs. The aim is to embed simple, everyday habits that prevent accidents, data loss, or unauthorised access in both study and workplace settings.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Following Safe and Healthy Working Practices when Using ICT

    WJEC-CBAC
    vocational

    This subtopic introduces learners to essential safety and health practices when using information and communication technology (ICT) in everyday settings. It covers basic precautions such as electrical safety, ergonomic positioning, and awareness of potential hazards, as well as knowing how to seek assistance from supervisors or technical support. Practical application includes being able to work safely at a computer or with digital devices in a study or workplace environment.

    27
    Learning Outcomes
    45
    Assessment Guidance
    49
    Key Skills
    26
    Key Terms
    53
    Assessment Criteria

    Assessment criteria

    WJEC Entry Level Award In Essential Skills for Work and Life (Entry 1)
    WJEC Entry Level Diploma In Essential Skills for Work and Life (Entry 1)
    WJEC Entry Level Certificate In Essential Skills for Work and Life (Entry 1)
    WJEC Entry Level Award In Essential Skills for Work and Life (Entry 2)
    WJEC Entry Level Award In Essential Skills for Work and Life (Entry 3)
    WJEC Level 1 Certificate In Essential Skills for Work and Life
    WJEC Level 2 Certificate In Essential Skills for Work and Life
    WJEC Entry Level Certificate In Essential Skills for Work and Life (Entry 2)
    WJEC Entry Level Diploma In Essential Skills for Work and Life (Entry 2)
    WJEC Entry Level Certificate In Essential Skills for Work and Life (Entry 3)
    WJEC Entry Level Diploma In Essential Skills for Work and Life (Entry 3)
    WJEC Level 1 Award In Essential Skills for Work and Life

    Topic Overview

    The WJEC Entry Level Certificate in Essential Skills for Work and Life (Entry 1) is a foundational qualification designed to help students develop the practical skills needed for everyday life and the workplace. It covers key areas such as communication, numeracy, digital skills, and personal development, all at a very basic level. This qualification is ideal for students who are building confidence and independence, providing a stepping stone to further learning or employment.

    This course is part of the Foundations for Learning suite, which focuses on essential life skills rather than academic theory. Students learn how to follow simple instructions, use basic money, tell the time, and communicate with others in straightforward situations. The qualification is assessed through portfolio work and practical tasks, making it accessible and relevant to real-world contexts.

    Mastering these skills is crucial because they form the building blocks for more advanced study and everyday independence. Whether it's shopping, using public transport, or starting a job, the abilities gained in this course directly apply to daily life. It also helps students develop a positive attitude towards learning and work, which is essential for future success.

    Key Concepts

    Core ideas you must understand for this topic

    • →Communication: Understanding and using simple words and phrases to express needs, ask questions, and follow basic instructions.
    • →Numeracy: Recognising numbers up to 10, counting objects, and using money in simple transactions (e.g., paying for an item with the correct coins).
    • →Digital Skills: Using a computer or tablet to perform basic tasks like clicking, typing, and finding information online with support.
    • →Personal Development: Identifying personal strengths, setting simple goals, and working with others in a group.

    Learning Objectives

    What you need to know and understand

    • Identify potential hazards when using ICT equipment.
    • Describe appropriate safety measures to prevent common ICT-related injuries.
    • Demonstrate correct ergonomic setup when using a computer.
    • List the steps to report an ICT safety incident or fault.
    • Explain when and how to seek help for ICT problems.
    • Recognise the importance of keeping passwords and personal information secure.
    • Understand some safety measures needed when using ICT. (ICTE2.1), Understand safety measures needed when using passwords and PINs.
    • Identify basic ergonomic risks when sitting at a computer workstation.
    • Describe simple measures to reduce eye strain when using screens.
    • Explain why passwords and PINs must be kept private.
    • Demonstrate how to choose a strong password.
    • State the correct procedure for logging off a device before leaving it unattended.
    • Recognise common hazards such as trailing cables and liquid spills near ICT equipment.
    • Outline the steps to take if a safety issue is noticed when using ICT.
    • Understand some safety measures needed when using ICT. (ICTE2.1), Understand safety measures needed when using passwords and PINs.
    • Identify potential health risks associated with prolonged ICT use and describe preventive measures.
    • Demonstrate correct posture and workstation adjustments to minimise physical strain.
    • Explain the importance of backing up work and outline at least two common backup methods.
    • Apply basic security measures including password creation, screen locking, and reporting suspicious activity.
    • Describe safe internet practices to protect personal information and avoid online threats.
    • Understand safety measures that need to be taken when using ICT., Be able to back up work., Understand safety measures needed when using PINs and passwords., Understand how to use the internet safely.
    • Know and use safety measures when using ICT. (ICT1.1), Understand the need to backup copies of work. (ICT1.1), Understand security measures that need to be taken when using ICT. (ICT1.1), Know how to use the internet safely. (ICT1.1)
    • Understand safety measures that need to be taken when using ICT., Be able to back up work., Understand safety measures needed when using PINs and passwords., Understand how to use the internet safely.
    • Understand safety measures needed when using ICT. (ICTE1.1), Know where to find help when needed. (ICTE1.1)
    • Know and use safety measures when using ICT. (ICT1.1), Understand the need to backup copies of work. (ICT1.1), Understand security measures that need to be taken when using ICT. (ICT1.1), Know how to use the internet safely. (ICT1.1)
    • Understand safety measures that need to be taken when using ICT., Be able to back up work., Understand safety measures needed when using PINs and passwords., Understand how to use the internet safely.
    • Know and use safety measures when using ICT. (ICT1.1), Understand the need to backup copies of work. (ICT1.1), Understand security measures that need to be taken when using ICT. (ICT1.1), Know how to use the internet safely. (ICT1.1)

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly naming at least two safety measures (e.g., not overloading sockets, keeping drinks away).
    • Look for evidence that the learner can identify a hazard from a given image or scenario.
    • Credit responses that show knowledge of who to contact (e.g., teacher, IT support, supervisor).
    • Assess whether the learner can explain why posture matters or show correct sitting position.
    • Check for understanding of basic password rules (e.g., not sharing passwords, using strong passwords).
    • Award credit for correctly identifying at least one physical safety measure when using a computer (e.g., not having food or drink near equipment, taking breaks, ensuring cables are tidy).
    • Award credit for demonstrating an understanding of why passwords and PINs should be kept private, for example by stating that they prevent others from accessing personal accounts.
    • Award credit for giving a simple reason for logging off or locking a device when not in use, showing awareness of personal data security.
    • Award credit for listing at least two physical safety measures (e.g., adjusting chair height, taking regular breaks).
    • Look for an explanation linking password sharing to risk of personal information being accessed by others.
    • Evidence of knowing that PINs should be shielded when entered in public places.
    • Correct demonstration of logging off or locking a device during a practical observation.
    • Mention of reporting damaged cables or overheating equipment to a responsible person.
    • Award credit for correctly identifying at least two physical safety hazards when using ICT equipment (e.g., trailing cables, incorrect posture).
    • Award credit for describing appropriate measures to mitigate identified hazards (e.g., tucking cables away, sitting up straight).
    • Credit evidence that demonstrates understanding of the importance of keeping passwords and PINs private.
    • Look for the ability to explain why passwords/PINs should not be shared with others.
    • Reward recognition that strong passwords should be easy to remember but hard for others to guess.
    • Award credit for correctly naming at least two ergonomic adjustments (e.g., chair height, monitor position).
    • Look for evidence that the learner understands the consequences of data loss and can describe a simple backup routine.
    • Credit for demonstrating how to create a strong password or for explaining characteristics of a secure password.
    • Check that the learner can differentiate between safe and unsafe internet behaviours with examples.
    • Assess for understanding of when to report ICT safety issues and to whom.
    • Award credit for demonstrating a clear understanding of ergonomic principles, such as adjusting chair height, monitor position, and taking regular breaks to prevent strain.
    • Look for evidence that the learner can explain and perform a backup procedure, including the choice of storage media and frequency of backups.
    • Credit responses that outline robust password policies, including complexity, length, and the risks of sharing PINs or using common passwords.
    • Assess understanding of safe internet use through avoidance of suspicious links, recognition of phishing attempts, and responsible sharing of personal information online.
    • Award credit for evidence of adjusting workstation components—chair height, monitor position, and keyboard placement—to reduce strain, as per Display Screen Equipment guidelines.
    • Credit given for demonstrating a scheduled backup routine, specifying frequency (e.g., weekly) and storage locations (e.g., external hard drive, cloud) to protect against data loss.
    • Award marks for explaining security measures such as using passwords that combine letters, numbers, and symbols, and installing anti-virus software with regular updates.
    • Credit awarded for describing safe internet practices: checking for ‘https’ in URLs, avoiding suspicious links/attachments, and not sharing personal details on public platforms.
    • Credit for recognising and reporting cyberbullying or inappropriate online content while maintaining personal privacy settings.
    • Award credit for providing evidence of adjusting their chair or screen to maintain good posture before starting ICT work.
    • Award credit for stating a clear reason for taking regular breaks away from the screen, such as reducing eye strain.
    • Award credit for demonstrating an understanding of not sharing PINs or passwords with others, giving a simple reason like keeping accounts safe.
    • Award credit for showing they can back up work, e.g., explaining that they save copies to a USB drive or cloud storage.
    • Award credit for identifying at least one personal detail they would not share online (e.g., full name, address) and explaining why.
    • Award credit for demonstrating correct posture when sitting at a computer, such as sitting upright and adjusting the chair if possible.
    • Credit should be given for identifying at least two potential hazards, e.g., trailing wires, overloaded sockets, or spilled drinks near equipment.
    • Look for the learner’s ability to state who or where they would go for help, such as a tutor, a family member, or a designated IT support contact.
    • Evidence must show the learner can explain the purpose of at least one safety measure, e.g., why keeping walkways clear prevents trips.
    • Award credit for correctly identifying and demonstrating ergonomic setup (e.g., chair height, screen position) to prevent strain.
    • Award credit for explaining at least two reasons why regular backups are needed, such as protecting against data loss from hardware failure or accidental deletion.
    • Award credit for describing a minimum of two security measures, such as using strong passwords and locking the screen when away.
    • Award credit for outlining safe internet practices, like not sharing personal information and recognising phishing attempts.
    • Award credit for demonstrating the ability to identify and adjust ergonomic factors, such as chair height and screen positioning, to reduce strain.
    • Look for evidence that the learner can perform a simple backup of a file to an external device or cloud storage, explaining why it is important.
    • Assess the learner's understanding of creating strong PINs/passwords (e.g., avoiding personal info, using mix of characters) and keeping them confidential.
    • Expect the learner to explain at least two safe internet practices, such as recognising suspicious links and not sharing personal data online.
    • Award credit for clearly describing at least two physical safety precautions (e.g., correct seating posture, avoiding trailing cables, taking regular breaks) and explaining why they prevent injury.
    • Look for evidence that the learner can explain the purpose of backing up work and can identify appropriate backup methods (e.g., using cloud storage, USB drive) with a simple rationale.
    • Assess understanding of basic security measures by checking if the learner can state at least two device protection practices (e.g., using strong passwords, locking the screen when away, installing antivirus software).
    • When assessing internet safety, confirm the learner can outline at least two safe browsing habits (e.g., not sharing personal information, recognising suspicious links, using secure websites) and describe potential consequences of unsafe behaviour.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use concrete, everyday examples from your own experience of using computers or tablets to illustrate safety points.
    • 💡If asked to list help sources, remember to include people (e.g., tutor, helpline) as well as online guides or posters.
    • 💡For practical assessments, demonstrate safe behaviour clearly—such as adjusting your chair and screen before starting work.
    • 💡When describing safety measures, be specific: instead of saying 'be safe', say 'make sure wires are not tangled to avoid tripping'.
    • 💡Always link the use of passwords or PINs to the idea of keeping personal information safe from strangers or unauthorised people.
    • 💡In written evidence or discussions, use examples from everyday life, such as mobile phone PINs or social media passwords, to demonstrate understanding.
    • 💡Remember that it is acceptable to ask for help if unsure about safety procedures, showing a proactive attitude to safety.
    • 💡In written tasks, always give specific examples of safety measures rather than vague statements.
    • 💡During practical assessments, verbally explain each action (e.g., 'I am shielding my PIN') to gain full marks.
    • 💡Link safety measures to real-life scenarios, such as using a laptop in a café or a library computer.
    • 💡Remember that assessors will look for consistent safe behaviour across all sessions, not just during a single observation.
    • 💡When answering questions, use simple, real-life examples to demonstrate understanding (e.g., 'Don't tell anyone your PIN when using a cash machine').
    • 💡For assessments, show you can spot hazards in a picture or scenario by pointing them out clearly.
    • 💡Practice explaining safety rules in your own words; assessors want to see you understand, not just memorize.
    • 💡When discussing passwords, always mention both keeping them secret and choosing something not obvious like ‘password’ or your name.
    • 💡In practical assessments, verbally explain your actions while demonstrating safe practices to provide clear evidence.
    • 💡Use real-life scenarios in written answers to show application of safety and security concepts.
    • 💡For internet safety questions, structure answers around the risks (e.g., phishing, malware) and corresponding safeguards.
    • 💡Remember to reference specific examples of good posture and electrical safety checks to achieve full marks.
    • 💡When completing coursework or practical tasks, always provide concrete, step-by-step descriptions of safety procedures rather than vague statements.
    • 💡Use correct technical terminology such as 'encryption', 'two-factor authentication', and 'cloud backup' to demonstrate depth of knowledge.
    • 💡Support written evidence with real-life examples or scenarios, e.g., what happens if PINs are shared or how to respond to a phishing email.
    • 💡In observed assessments, narrate your actions to show awareness of safe practices, even if the task is simple, to make your reasoning explicit.
    • 💡In practical assessments, narrate your safety checks aloud—e.g., ‘I am adjusting my chair so my feet are flat on the floor’—to demonstrate awareness to the assessor.
    • 💡For backup-related tasks, show multiple backup methods (e.g., cloud sync and physical copy) and provide a short written schedule to prove thoroughness.
    • 💡When discussing security, use real-life examples: ‘I set my phone to lock after 1 minute and use two-factor authentication for email’ to showcase practical application.
    • 💡During internet safety scenarios, always mention the ‘Report Abuse’ button and explain why you wouldn’t respond to a suspicious email, showing critical thinking.
    • 💡In your portfolio, include photographic evidence of your workstation setup with annotations showing you have adjusted it for comfort and safety.
    • 💡When demonstrating backing up work, clearly label different storage methods (e.g., USB stick, cloud) and explain why having multiple copies prevents loss.
    • 💡For internet safety, use a simple scenario to show you know what to do if a stranger contacts you online, explaining the steps you would take.
    • 💡Always link your answers to the specific learning outcome, using key terms like 'posture', 'privacy', 'backup', and 'trusted adult'.
    • 💡When completing practical tasks, actively demonstrate safety practices such as checking the area for hazards before starting, rather than just describing them.
    • 💡In oral questioning, give clear, simple explanations of why each safety measure is important, using everyday language.
    • 💡For the ‘where to find help’ component, prepare an example of who you would ask and how you would approach them, ensuring you know multiple sources of help.
    • 💡When demonstrating safe ICT use in an observation or portfolio, annotate evidence with specific safety measures taken, e.g., 'adjusted chair height' or 'used surge protector'.
    • 💡For the backup objective, provide a clear screenshot or log showing a file has been saved to an external drive or cloud storage with a date stamp.
    • 💡In written tasks, use the correct terminology like 'encryption', 'firewall', and 'phishing' to access higher marks.
    • 💡When answering about internet safety, always connect practices to real-life scenarios, such as online shopping or social media usage, to show application.
    • 💡In assignments, always describe the practical steps you take to stay safe online, not just the theory; use examples like setting privacy settings on social media.
    • 💡When demonstrating backing up, clearly show the process step-by-step and state how often you would do it (e.g., ‘I save a copy after each lesson’).
    • 💡For PIN/password safety, mention real-world consequences of poor security, such as identity theft or unauthorised access, to show deeper understanding.
    • 💡When completing written tasks or assignments, always link your answer to a practical, real-life scenario – for example, describe how you apply a rule both at home and in a learning environment.
    • 💡Use the correct terminology from the unit specification, such as ‘backup copy’, ‘ergonomic’, ‘phishing’, ‘malware’, to demonstrate knowledge and meet assessor expectations.
    • 💡For each learning objective, prepare a short statement that explains what the practice is and why it is important – this two-part structure (definition + justification) consistently scores higher marks.
    • 💡If a question asks about internet safety, don’t just list risks; also describe specific actions you take to stay safe, such as checking for the padlock symbol in the browser or not clicking pop-up ads.
    • 💡Tip 1: Keep a portfolio of all your work, including drafts and feedback. This shows your progress and helps you remember what you've learned. Organise it with dividers for each skill area.
    • 💡Tip 2: Practise skills in real-life situations. For example, count change when shopping or write a simple list. This makes learning more memorable and shows assessors you can apply skills outside the classroom.
    • 💡Tip 3: Read instructions carefully and ask for help if you're unsure. It's better to clarify than to guess. Assessors want to see that you can follow guidance, not that you can do everything alone.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming that ICT equipment is harmless and no precautions are needed.
    • Forgetting to report faults promptly, thinking someone else will do it.
    • Using the same simple password for everything or sharing passwords with friends.
    • Sitting too close to the screen or slouching without realising the long-term effects.
    • Confusing physical safety with digital security; thinking that a strong password protects against physical hazards like electric shock.
    • Believing that it is safe to share a password with a friend or family member as long as they are trusted.
    • Forgetting that PINs are also confidential and should be treated with the same care as passwords.
    • Not recognising that simple passwords (like '1234') are easy to guess and therefore unsafe.
    • Believing that using a simple password like '1234' is acceptable if the device is at home.
    • Writing passwords on sticky notes attached to the monitor.
    • Assuming posture does not matter if only using a computer for short periods.
    • Forgetting to log off shared devices, compromising personal data.
    • Confusing a PIN with a password and thinking both can be shared with friends safely.
    • Believing that password security is only necessary when using a computer, not on other devices like phones or tablets.
    • Assuming that sharing a PIN with a trusted friend or family member is always safe.
    • Overlooking physical hazards like poor lighting or screen glare as potential health risks.
    • Thinking that breaks are only needed when feeling tired, rather than as a routine practice.
    • Confusing regular saving with creating a backup; not recognising the need for an off-site or separate copy.
    • Assuming that antivirus software alone guarantees security and ignoring the role of user behaviour.
    • Thinking ergonomics only concerns chair comfort and overlooking screen glare, wrist position, or taking breaks.
    • Believing that password strength is solely about length and not about complexity or uniqueness.
    • Learners often confuse saving work with backing it up, failing to create a separate copy in a different location.
    • Many use weak, easily guessed passwords or reuse the same PIN across multiple accounts, believing it is convenient rather than risky.
    • Posture and environmental factors are frequently overlooked; learners may not connect physical discomfort with prolonged ICT use without breaks.
    • There is a common misconception that antivirus software alone protects against all online threats, leading to complacency in safe browsing habits.
    • Learners often sit too close to the screen or slouch, causing eye strain and back pain, forgetting to apply the ‘top of screen at eye level’ rule.
    • A common error is assuming that saving work on a single local drive is sufficient—leading to permanent loss if the device fails.
    • Many use the same weak password across all accounts, making it easy for attackers to gain access following a single breach.
    • Learners frequently overlook software updates, leaving systems vulnerable to known security exploits.
    • When online, they often click on pop-up ads or download free software without checking legitimacy, resulting in malware infections.
    • Believing that simply sitting down at a computer is harmless without considering posture or screen distance.
    • Thinking that backing up work only means saving it once to the computer's hard drive, rather than to an external or separate location.
    • Using easy-to-guess passwords like their name or birthday, not understanding that strong passwords are harder for others to figure out.
    • Assuming that all websites and online messages are trustworthy, and not recognising phishing or scam attempts.
    • Assuming that safety measures only involve keeping equipment clean rather than addressing trip hazards, electrical risks, or physical strain.
    • Not recognising that taking regular breaks from screen use is part of healthy working practice.
    • Believing that help is only available from technical experts, and not considering that a tutor or supervisor can also provide assistance.
    • Assuming that antivirus software alone provides complete protection without understanding the need for regular updates and safe browsing habits.
    • Forgetting to back up work frequently, leading to potential data loss scenarios in assessment evidence.
    • Using simple, repeated passwords across multiple accounts, which compromises security.
    • Not recognising that public Wi-Fi may be insecure, and entering sensitive information without encryption.
    • Confusing the importance of posture with simply sitting straight, rather than adjusting the entire workstation setup.
    • Believing that backing up work is unnecessary if using a school computer, forgetting that files can be accidentally deleted or corrupted.
    • Using easily guessable passwords like '1234' or their birthday, and not understanding why this is insecure.
    • Assuming that all websites are safe if they look professional, without checking for secure connections (HTTPS) or verifying sources.
    • Confusing safety measures with security measures – for example, stating ‘using a password’ as a way to prevent physical injury rather than understanding it as a security practice.
    • Overlooking simple backup methods such as saving to a cloud service or external drive, instead assuming backups only happen automatically or are too technical to perform.
    • Assuming that strong passwords only need uppercase letters, without recognising the importance of length, numbers, and symbols.
    • Believing that antivirus software provides complete protection and therefore safe internet behaviour (like avoiding suspicious downloads) is unnecessary.
    • Misconception: 'I don't need to learn these skills because I can already do them.' Correction: Even if you can do some tasks, this course helps you do them more confidently and in different situations, like at work or with new people.
    • Misconception: 'This qualification isn't important because it's only Entry Level.' Correction: Entry Level qualifications are recognised by employers and colleges as proof of basic skills. They are a vital first step towards higher qualifications and independence.
    • Misconception: 'I have to get everything right first time.' Correction: The course is about learning and improving. You can make mistakes and try again – that's how you build skills. Assessment is based on your best work, not perfection.

    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 needed for Entry 1. However, students should be able to communicate basic needs and follow simple one-step instructions. A willingness to try new tasks and work with others is helpful.

    Key Terminology

    Essential terms to know

    • Electrical safety with ICT equipment
    • Ergonomic workstation setup
    • Hazard identification and reporting
    • Accessing help and support
    • Personal security and passwords
    • Understand some safety measures needed when using ICT. (ICTE2.1), Understand safety measures needed when using passwords and PINs.
    • Ergonomics and Physical Setup
    • Avoiding Electrical Hazards
    • Password Confidentiality
    • PIN Security
    • Safe Log-off Procedures
    • Reporting Safety Issues
    • Understand some safety measures needed when using ICT. (ICTE2.1), Understand safety measures needed when using passwords and PINs.
    • Physical ergonomics and workstation setup
    • Electrical safety and equipment care
    • Data backup and recovery
    • Password security and access control
    • Safe internet browsing habits
    • Health risks of prolonged ICT use
    • Understand safety measures that need to be taken when using ICT., Be able to back up work., Understand safety measures needed when using PINs and passwords., Understand how to use the internet safely.
    • Know and use safety measures when using ICT. (ICT1.1), Understand the need to backup copies of work. (ICT1.1), Understand security measures that need to be taken when using ICT. (ICT1.1), Know how to use the internet safely. (ICT1.1)
    • Understand safety measures that need to be taken when using ICT., Be able to back up work., Understand safety measures needed when using PINs and passwords., Understand how to use the internet safely.
    • Understand safety measures needed when using ICT. (ICTE1.1), Know where to find help when needed. (ICTE1.1)
    • Know and use safety measures when using ICT. (ICT1.1), Understand the need to backup copies of work. (ICT1.1), Understand security measures that need to be taken when using ICT. (ICT1.1), Know how to use the internet safely. (ICT1.1)
    • Understand safety measures that need to be taken when using ICT., Be able to back up work., Understand safety measures needed when using PINs and passwords., Understand how to use the internet safely.
    • Know and use safety measures when using ICT. (ICT1.1), Understand the need to backup copies of work. (ICT1.1), Understand security measures that need to be taken when using ICT. (ICT1.1), Know how to use the internet safely. (ICT1.1)

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