Using ICT Systems — WJEC-CBAC Other Life Skills Qualification Foundations for Learning Revision

    This subtopic introduces learners to the foundational skills of using ICT systems, focusing on understanding simple digital tasks and operating basic hardw

    Topic Synopsis

    This subtopic introduces learners to the foundational skills of using ICT systems, focusing on understanding simple digital tasks and operating basic hardware and software. It covers recognising and using common onscreen icons, accessing built-in help facilities, and knowing how to ask for support when needed. Practical application includes performing everyday actions like starting up a device, opening a program, and seeking assistance to complete a given task.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Using ICT Systems

    WJEC-CBAC
    vocational

    This element develops foundational ICT competence by guiding learners to use hardware, software, and on-screen icons to address real-world tasks. It emphasises practical problem-solving, from saving and retrieving data to troubleshooting common issues, ensuring learners can apply these skills in everyday work and life contexts.

    23
    Learning Outcomes
    45
    Assessment Guidance
    49
    Key Skills
    22
    Key Terms
    50
    Assessment Criteria

    Assessment criteria

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

    Topic Overview

    The WJEC Entry Level Award 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. This course focuses on building confidence in communication, numeracy, and digital skills, as well as personal and social development. It is ideal for students who are beginning their journey towards independence, whether in further education, training, or employment.

    The qualification covers key areas such as understanding instructions, handling money, using basic technology, and working with others. These skills are essential for navigating daily tasks like shopping, travelling, or applying for jobs. By completing this award, students demonstrate that they can apply these skills in real-world contexts, which is crucial for progression to Entry 2 or other vocational pathways.

    This award is part of the wider Essential Skills for Work and Life suite, which aims to equip learners with transferable skills that employers value. It is assessed through a portfolio of evidence rather than formal exams, allowing students to showcase their abilities in practical, hands-on ways. This makes it an accessible and supportive qualification for those who may struggle with traditional academic assessments.

    Key Concepts

    Core ideas you must understand for this topic

    • →Communication: Understanding and following simple instructions, asking for help, and expressing basic needs clearly.
    • →Numeracy: Recognising numbers, handling money, telling time, and measuring simple quantities.
    • →Digital Skills: Using a keyboard, mouse, or touchscreen to access information or complete basic tasks.
    • →Personal Development: Managing personal hygiene, staying safe, and making simple choices.
    • →Working with Others: Taking turns, listening to others, and contributing to group activities.

    Learning Objectives

    What you need to know and understand

    • Understand a practical problem or given task requiring the use of ICT. (ICT1.1), Be able to use hardware, software and onscreen icons for a specific purpose. (ICT1.1), Be able to save and retrieve data. (ICT1.2), Be able to solve problems occurring when using ICT. (ICT1.1)
    • Understand a given task requiring the use of ICT., Be able to use hardware, software and onscreen icons for a specific purpose., Be able to save data so that it is portable., Know how to solve problems occurring when using ICT.
    • Understand a simple given task requiring the use of ICT. (ICTE1.1), Be able to use hardware and onscreen icons for a specific purpose. (ICTE1.1), Be able to use the help facility. (ICTE1.1), Be able to ask for help when needed. (ICTE1.1)
    • Understand a practical problem or given task requiring the use of ICT. (ICT1.1), Be able to use hardware, software and onscreen icons for a specific purpose. (ICT1.1), Be able to save and retrieve data. (ICT1.2), Be able to solve problems occurring when using ICT. (ICT1.1)
    • Identify a straightforward task that requires the use of ICT.
    • Operate common hardware components (e.g., power button, mouse) to complete a specified activity.
    • Navigate onscreen icons to interact with a simple application or program.
    • Utilise built-in help features and request help from a tutor or peer when encountering difficulties.
    • Identify the basic components of a computer (monitor, keyboard, mouse).
    • Start up and shut down a computer following simple instructions.
    • Use common onscreen icons to open a specified program or file.
    • Follow given steps to complete a straightforward ICT task.
    • Locate and use the help menu within a software application.
    • Recognise when to ask for assistance and communicate the problem clearly.
    • Understand a given task requiring the use of ICT., Be able to use hardware, software and onscreen icons for a specific purpose., Be able to save data so that it is portable., Know how to solve problems occurring when using ICT.
    • Understand a practical problem or given task requiring the use of ICT. (ICT1.1), Be able to use hardware, software and onscreen icons for a specific purpose. (ICT1.1), Be able to save and retrieve data. (ICT1.2), Be able to solve problems occurring when using ICT. (ICT1.1)
    • Identify the ICT requirements of a simple given task.
    • Operate hardware components and interact with onscreen icons to complete a specific purpose.
    • Utilize the help facility to resolve common issues independently.
    • Demonstrate appropriate communication when requesting help with ICT tasks.
    • Understand a simple given task requiring the use of ICT. (ICTE1.1), Be able to use hardware and onscreen icons for a specific purpose. (ICTE1.1), Be able to use the help facility. (ICTE1.1), Be able to ask for help when needed. (ICTE1.1)
    • Understand a straightforward given task requiring the use of ICT. (ICTE2.1), Be able to use hardware, software and onscreen icons for a specific purpose. (ICTE2.1), Be able to use the help facility. (ICTE2.1), Be able to ask for help when needed. (ICTE2.1)
    • Understand a straightforward given task requiring the use of ICT. (ICTE2.1), Be able to use hardware, software and onscreen icons for a specific purpose. (ICTE2.1), Be able to use the help facility. (ICTE2.1), Be able to ask for help when needed. (ICTE2.1)

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly identifying the practical problem or given task and explaining how ICT will be used to accomplish it.
    • Award credit for accurately selecting and operating appropriate hardware (e.g., keyboard, mouse, touchscreen) and software applications for the specified purpose.
    • Award credit for correctly using on-screen icons and menus (e.g., save, open, print, undo) to navigate and control the ICT system during task completion.
    • Award credit for saving work with an appropriate file name and location, and retrieving the saved data to confirm it opens correctly.
    • Award credit for recognising when an ICT problem occurs (e.g., frozen screen, printing error) and applying basic troubleshooting steps to resolve it or seeking help appropriately.
    • Understands a given task requiring ICT use.
    • Uses hardware, software, and icons for a specific purpose.
    • Saves data in a portable format (e.g., USB, cloud).
    • Solves common ICT problems independently.
    • Award credit for accurately identifying the nature and purpose of a simple ICT task from a verbal or written brief.
    • Evidence must show the learner independently selecting and correctly operating relevant hardware (e.g. mouse, keyboard, touchscreen) to interact with onscreen icons.
    • Look for the ability to open and navigate a basic help menu (e.g. pressing F1, clicking a question mark icon) to solve a common issue such as adjusting volume or finding a file.
    • Assessors should observe the learner requesting help from an appropriate source (e.g. tutor, peer, helpline) when unable to resolve a problem independently, demonstrating clear communication of the issue.
    • Award credit for accurately identifying which hardware, software, or onscreen icon is required for a given practical task.
    • Credit must be given when the learner demonstrates successful saving of work to a named location and later retrieves that file to confirm correct storage.
    • Evidence of problem-solving must include description of the issue encountered, the steps taken to resolve it, and confirmation that the solution worked.
    • Assessors should look for appropriate use of onscreen icons and menus relevant to the task, not just the final outcome.
    • Credit for demonstrating the ability to turn on a device and log in successfully.
    • Award marks for correctly identifying the purpose of a given icon and using it to complete a task.
    • Evidence of using the help function or showing appropriate behaviour when seeking help should be recognised.
    • Award credit for correctly turning on the device and logging in if required.
    • Evidence that the learner can point to and identify key hardware components.
    • Observation of the learner successfully opening a program by double-clicking an icon.
    • The learner demonstrates use of a help function, such as clicking a '?' icon.
    • The learner is able to ask for help verbally or using a simple phrase when stuck.
    • Award credit when the learner can accurately restate the task requirements in their own words, identifying the ICT tools needed.
    • Award credit for correctly selecting and using input devices (e.g., mouse, keyboard), opening specified software, and activating appropriate onscreen icons to perform the task.
    • Award credit for saving the file with a meaningful name to a portable storage device (e.g., USB drive) and verifying successful save by retrieving it on another computer.
    • Award credit for demonstrating basic troubleshooting steps such as checking connections, restarting a program, or seeking help when encountering an error message.
    • Award credit for clearly identifying the specific ICT requirements of a given task before starting, evidenced through a planning document or verbal explanation.
    • Award credit for demonstrating correct use of hardware (e.g., mouse, keyboard, touchscreen) and ability to navigate software via icons without prompting.
    • Award credit for successfully saving work in an appropriate format and location, and later retrieving and opening it without assistance.
    • Award credit for identifying and resolving at least one common ICT issue independently (e.g., frozen screen, unresponsive program, incorrect input device).
    • Award credit for correctly matching a task description to the necessary ICT tool or action.
    • Look for evidence that the learner can power on devices, use a mouse/keyboard/touchscreen, and select appropriate icons to achieve an outcome.
    • The learner should navigate to the help menu and attempt to find relevant assistance before asking for support.
    • When unable to resolve an issue, the learner clearly describes the problem and asks for specific guidance.
    • Award credit for demonstrating understanding of the task by correctly stating what they need to do before starting.
    • Award credit for correctly identifying and selecting hardware components (e.g., mouse, keyboard, touchscreen) to interact with the system.
    • Award credit for accurately using on-screen icons to perform the required function, such as opening an application or saving a file.
    • Award credit for accessing the help facility independently and navigating its basic features.
    • Award credit for appropriately asking for help from a tutor or peer when encountering a problem, clearly stating the issue.
    • Award credit for clearly interpreting the given task, correctly identifying the required ICT tools and steps.
    • Award credit for proficient use of hardware (e.g., keyboard, mouse, touchscreen) and software (e.g., word processor, internet browser) to achieve the specified purpose, with minimal unnecessary actions.
    • Award credit for demonstrating effective use of the help facility, such as navigating menus, searching for relevant topics, or applying suggested solutions.
    • Award credit for exhibiting appropriate help-seeking behaviour, including clearly describing the problem, identifying when independent resolution is not possible, and asking a suitable person for assistance.
    • Award credit for demonstrating an understanding of the task by correctly identifying the required ICT tools and outlining the steps needed to complete it.
    • Award credit for successfully using hardware (e.g., mouse, keyboard, touchscreen) and software (e.g., word processor, web browser) by navigating and selecting appropriate onscreen icons to achieve the task purpose.
    • Award credit for accessing and using the help facility (e.g., pressing F1, clicking a help icon, using search) when encountering a difficulty, showing a systematic attempt to find a solution.
    • Award credit for asking for help appropriately, such as raising a hand, using a call bell, or clearly explaining the issue to a tutor or peer, demonstrating effective communication.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Before starting the assessment, take time to thoroughly read the task brief: note exactly what you need to produce and which ICT tools are required.
    • 💡Practice saving and retrieving files using a logical folder structure and meaningful file names during preparation sessions.
    • 💡If the software or hardware stops responding, pause and try one basic fix at a time—such as checking the power cable, restarting the application, or asking the assessor if you are unsure.
    • 💡For on-screen icon recognition, build confidence by using ICT regularly in everyday contexts, such as opening, editing, and saving a simple document or image.
    • 💡Practise using common software like Word and Excel.
    • 💡Learn keyboard shortcuts to save time.
    • 💡Always check file compatibility before saving.
    • 💡Verbally narrate your actions during assessment to demonstrate understanding of the task and the purpose of each step you take.
    • 💡If you encounter a problem, always attempt to use the built-in help facility before asking the assessor, as this shows independent problem-solving.
    • 💡When asking for help, describe exactly what you were trying to do and what went wrong, rather than simply saying 'it’s not working'.
    • 💡Practise with a variety of hardware (mouse, keyboard, touchscreen) beforehand so you are confident in selecting the right tool for the task.
    • 💡During assessments, narrate your actions aloud to explain your choices, as this can provide evidence of understanding even if a mistake occurs.
    • 💡Practice common ICT tasks in different scenarios: creating, saving to a specific folder, retrieving, and editing files.
    • 💡For problem-solving tasks, document each troubleshooting step clearly in your portfolio, including why you tried each step and what the outcome was.
    • 💡Before starting a task, restate the practical problem in your own words to confirm you have understood the requirements correctly.
    • 💡For the assessment, ensure you have practiced using the specific hardware and software that will be available on the day.
    • 💡If you encounter an onscreen error message, try reading it aloud; what does it tell you to do? This often points you towards the correct icon.
    • 💡Always remember that asking for help is an acceptable and assessed skill; don't struggle in silence.
    • 💡Practice starting up and shutting down the computer several times until it becomes routine.
    • 💡Familiarise yourself with common icons like those for internet browser, word processor, and help (often a question mark).
    • 💡If you're unsure, don't guess wildly—ask for help; it's part of what you're being assessed on.
    • 💡When using the help facility, try typing a simple keyword related to your problem.
    • 💡Before starting a task, read the instructions carefully and identify the required ICT components.
    • 💡Practice using common onscreen icons (save, print, undo) to build confidence.
    • 💡Always check the save location: use 'Save As' to navigate to your USB drive and confirm the file appears there.
    • 💡If something goes wrong, stay calm and show the assessor your problem-solving process, such as checking cables, trying a different USB port, or asking a clear question.
    • 💡Always annotate screenshots or provide a witness statement to prove you completed tasks independently, as assessors value authentic evidence.
    • 💡Practice a 'safety check' routine when ICT problems arise: check power, cables, volume, and program status before asking for help—this demonstrates problem-solving.
    • 💡For saving and retrieving evidence, use clear, descriptive file names and folder structures so your assessor can easily verify your work.
    • 💡Practice using different devices and software to become comfortable with common icons and menus.
    • 💡During assessment, narrate your actions to show understanding even if you make a mistake.
    • 💡If stuck, always attempt to use the help function first, as assessors will be looking for independent problem-solving.
    • 💡When asking for help, be specific: state what you were trying to do, what happened, and what you need.
    • 💡Read the task instructions carefully twice before starting to ensure full understanding.
    • 💡Familiarise yourself with the layout of the help menu in the software being used.
    • 💡During assessment, narrate your actions if permitted, to show assessor your thought process.
    • 💡If you get stuck, ask the assessor for clarification—this demonstrates the ‘asking for help’ skill.
    • 💡Read the task description twice and highlight key words before touching the device to ensure you understand what is required.
    • 💡Familiarise yourself with common software icons, menus, and keyboard shortcuts to work more efficiently during the assessment.
    • 💡If you get stuck, always try the software’s built-in help (e.g., F1, question mark icon) before asking for human help; this shows self-reliance.
    • 💡When seeking help, prepare a clear statement of what you were trying to do, what you expected to happen, and what actually happened, to get swift and accurate support.
    • 💡In assessments, carefully read the task brief and underline key ICT requirements before starting to ensure you use the correct hardware and software.
    • 💡Familiarise yourself with common onscreen icons (e.g., save, print, undo) by practising with the software used during the course to build confidence.
    • 💡If stuck, demonstrate your ability to use the help facility by showing the assessor your attempt to find a solution before asking for help, as this evidences independent problem-solving.
    • 💡When asking for help, be specific: say 'I cannot find the save icon' rather than 'I'm stuck'. This shows assessors that you can identify and communicate problems effectively.
    • 💡Tip 1: Keep a record of everything you do in class or at home that relates to the skills. Take photos, save screenshots, or ask your teacher to observe you. This evidence is key to your portfolio.
    • 💡Tip 2: Practice skills in real-life situations, like paying for an item at a shop or sending an email. This shows you can apply what you've learned, which is what assessors look for.
    • 💡Tip 3: Don't be afraid to ask for help or repeat tasks. The portfolio is about showing your progress, so it's okay to make mistakes and improve.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing 'Save' with 'Save As', leading to lost or overwritten work because the file location is not checked.
    • Using vague or default file names, making it difficult to retrieve documents later.
    • Double-clicking icons unnecessarily or clicking random on-screen elements, causing unintended actions or software freezes.
    • Forgetting to plug in or turn on hardware (e.g., printer, monitor) before starting a task.
    • Reacting to errors by closing the application without trying simple fixes like checking connections or restarting the program.
    • Not saving work regularly.
    • Confusing different file formats (e.g., .doc vs .pdf).
    • Panicking when an error message appears.
    • Misinterpreting the task objective, leading to actions not aligned with the required outcome, such as opening the wrong application.
    • Double-clicking when a single click is needed or tapping too many times on a touchscreen, resulting in unintended actions.
    • Ignoring onscreen error messages or pop-ups without attempting to read or understand them.
    • Assuming the help facility is only for technical faults rather than using it for routine guidance on everyday software features.
    • Failing to ask for help due to embarrassment, leading to task abandonment or prolonged inactivity.
    • Clicking 'Save' once and assuming the file is safely stored, without checking the save location or file name.
    • Confusing the concepts of 'Save' and 'Save As', leading to overwritten original files or lost edits.
    • Misidentifying icons (e.g., confusing the print icon with the save icon) and clicking without reading tooltips.
    • Closing an application or document without saving changes, resulting in loss of work.
    • Attempting to solve hardware problems (e.g., a disconnected mouse) by changing software settings, showing a misunderstanding of fault-domain isolation.
    • Clicking on multiple icons randomly without reading onscreen instructions.
    • Forgetting to log out or shut down properly.
    • Hesitating to ask for help, leading to prolonged confusion.
    • Confusing the function of different hardware (e.g., thinking the monitor is the computer).
    • Double-clicking with too long a gap between clicks, causing the action not to register.
    • Overlooking the help icon or not understanding how to read simple instructions provided by help.
    • Waiting too long before asking for help, leading to frustration.
    • Confusing hardware and software terminology.
    • Double-clicking unnecessarily or right-clicking instead of left-clicking.
    • Saving to the default location (e.g., Desktop) instead of a portable device, making data inaccessible elsewhere.
    • Ignoring error messages and not attempting basic checks like power or cables.
    • Learners often confuse similar icons (e.g., Save vs. Save As, Print vs. Print Preview) and use them incorrectly for the task.
    • A frequent error is saving files in default locations without noting the folder, making retrieval difficult later.
    • When problems occur, many learners restart the device or close programs unnecessarily instead of using simpler fixes like checking connections or accessing help menus.
    • Some learners attempt tasks without reading onscreen prompts, leading to misoperation of software features.
    • Confusing icons or selecting incorrect software for the task.
    • Failing to explore the help facility before seeking human assistance.
    • Not phrasing help requests clearly, making it hard for others to provide support.
    • Over-reliance on help from others without first attempting to use available resources.
    • Misinterpreting the task instructions, leading to incorrect use of software or hardware.
    • Confusing common icons (e.g., save vs. print) or double-clicking when a single click is needed.
    • Over-reliance on trial and error rather than using the help facility to resolve issues.
    • Not asking for help when stuck, resulting in incomplete tasks or repeated errors.
    • Rushing into the task without fully reading or understanding the instructions, leading to incorrect use of ICT.
    • Confusing similar on-screen icons or functions (e.g., ‘save’ vs ‘save as’), resulting in lost work or errors.
    • Abandoning the task prematurely when encountering a difficulty, without attempting to use the help facility or ask for guidance.
    • Being unable to articulate the specific issue when requesting help, using vague language like ‘it’s not working’ without context.
    • Students often confuse hardware (physical devices) with software (programs), leading to inappropriate tool selection for the task.
    • Some learners click icons randomly without reading labels, causing errors or inability to complete the task as intended.
    • Many students ignore the help facility and instead wait passively or get frustrated rather than actively seeking assistance.
    • Learners may attempt to use the help facility but fail to articulate the problem clearly, typing vague terms like 'doesn't work' which hinder effective support.
    • Misconception: This qualification is only for students who cannot do anything. Correction: It is designed to build foundational skills and confidence, and many students use it as a stepping stone to higher levels.
    • Misconception: You need to pass a written exam. Correction: Assessment is through a portfolio of evidence, such as observations, photos, or worksheets, not formal tests.
    • Misconception: The skills learned are not useful for real jobs. Correction: Employers value these basic skills, and they are essential for many entry-level roles.

    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 students should be able to communicate basic needs and follow simple instructions. Some familiarity with numbers and letters is helpful.
    • •A willingness to participate in practical activities and work with others is important for success.

    Key Terminology

    Essential terms to know

    • Understand a practical problem or given task requiring the use of ICT. (ICT1.1), Be able to use hardware, software and onscreen icons for a specific purpose. (ICT1.1), Be able to save and retrieve data. (ICT1.2), Be able to solve problems occurring when using ICT. (ICT1.1)
    • Understand a given task requiring the use of ICT., Be able to use hardware, software and onscreen icons for a specific purpose., Be able to save data so that it is portable., Know how to solve problems occurring when using ICT.
    • Understand a simple given task requiring the use of ICT. (ICTE1.1), Be able to use hardware and onscreen icons for a specific purpose. (ICTE1.1), Be able to use the help facility. (ICTE1.1), Be able to ask for help when needed. (ICTE1.1)
    • Understand a practical problem or given task requiring the use of ICT. (ICT1.1), Be able to use hardware, software and onscreen icons for a specific purpose. (ICT1.1), Be able to save and retrieve data. (ICT1.2), Be able to solve problems occurring when using ICT. (ICT1.1)
    • Basic Computer Operation
    • Task Understanding
    • Using Onscreen Icons
    • Help and Support Seeking
    • Basic hardware operation
    • Software navigation and icons
    • Using onscreen help
    • Seeking human assistance
    • Task comprehension
    • Understand a given task requiring the use of ICT., Be able to use hardware, software and onscreen icons for a specific purpose., Be able to save data so that it is portable., Know how to solve problems occurring when using ICT.
    • Understand a practical problem or given task requiring the use of ICT. (ICT1.1), Be able to use hardware, software and onscreen icons for a specific purpose. (ICT1.1), Be able to save and retrieve data. (ICT1.2), Be able to solve problems occurring when using ICT. (ICT1.1)
    • Task interpretation with ICT
    • Hardware and icon usage
    • Self-help and digital resilience
    • Seeking appropriate assistance
    • Understand a simple given task requiring the use of ICT. (ICTE1.1), Be able to use hardware and onscreen icons for a specific purpose. (ICTE1.1), Be able to use the help facility. (ICTE1.1), Be able to ask for help when needed. (ICTE1.1)
    • Understand a straightforward given task requiring the use of ICT. (ICTE2.1), Be able to use hardware, software and onscreen icons for a specific purpose. (ICTE2.1), Be able to use the help facility. (ICTE2.1), Be able to ask for help when needed. (ICTE2.1)
    • Understand a straightforward given task requiring the use of ICT. (ICTE2.1), Be able to use hardware, software and onscreen icons for a specific purpose. (ICTE2.1), Be able to use the help facility. (ICTE2.1), Be able to ask for help when needed. (ICTE2.1)

    Ready to learn?

    AI-powered learning tailored to this unit

    Related Topics in WJEC-CBAC vocational Foundations for Learning

    Sustainable Tourism

    View Topic

    Sustainable Tourism

    View Topic

    Sustainable Tourism

    View Topic

    Sustainable Tourism

    View Topic