Using devices and handling information
This subtopic introduces learners to the fundamental digital literacy skills required in health and social care, including understanding basic computer components and operating systems, effectively navigating online resources to access care-related information, managing documents by opening, reading, and saving data securely, and identifying common technical issues that may disrupt care activities. Mastery of these skills ensures efficient handling of information, supports accurate record-keeping, and contributes to safe and effective service delivery in care environments.
Assessment criteria
Topic Overview
The Highfield Level 1 Award in Introduction to Health and Social Care and Children’s and Young People’s Settings (RQF) is a foundational qualification designed for individuals who are new to the health and social care sector or those considering a career in this field. It provides a broad introduction to the principles, values, and practices that underpin care for adults, children, and young people. This award covers essential topics such as communication, equality and inclusion, safeguarding, and the importance of person-centred approaches, giving learners a solid grounding before progressing to higher-level qualifications.
This qualification is particularly important because it equips learners with the core knowledge needed to work safely and effectively in a variety of care settings, including residential homes, nurseries, and community support services. It also emphasises the legal and ethical frameworks that govern care practice in the UK, such as the Care Act 2014 and the Children Act 1989. By understanding these foundations, students can appreciate how their role contributes to the wellbeing of vulnerable individuals and the wider health and social care system.
Within the broader subject of Health and Social Care, this award serves as a stepping stone to more advanced studies, such as the Level 2 Diploma in Care or the Level 2 Certificate in Children and Young People's Workforce. It is also valuable for those who wish to gain a basic understanding before volunteering or starting employment in entry-level roles. The knowledge gained here is directly applicable to real-world scenarios, making it a practical and relevant qualification for anyone entering the sector.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Treating each individual as a unique person with their own needs, preferences, and rights, rather than just a set of symptoms or conditions.
- →Safeguarding: Protecting children, young people, and vulnerable adults from abuse, neglect, and harm, and knowing how to report concerns appropriately.
- →Equality and inclusion: Ensuring everyone has equal access to care and support, and actively promoting diversity by respecting differences in culture, ability, age, gender, and beliefs.
- →Effective communication: Using verbal and non-verbal methods to build trust, understand needs, and share information accurately with individuals, families, and colleagues.
- →Confidentiality: Keeping personal information private and only sharing it with consent or when legally required, in line with data protection laws like GDPR.
Learning Objectives
What you need to know and understand
- Know what is meant by hardware, software, operating systems and applicationsBe able to navigate online contentBe able to open, read and save informationBe able to recognise when a technical problem has been encountered
- Know what is meant by hardware, software, operating systems and applicationsBe able to navigate online contentBe able to open, read and save informationBe able to recognise when a technical problem has been encountered
- Identify common hardware components and their roles in a workstation setup
- Explain the functions of an operating system and example applications in care settings
- Demonstrate how to use a web browser to access a specified online resource
- Outline steps to open, read, and securely save a document from an electronic source
- Recognise signs of basic technical issues such as connectivity loss or software crashes
- Describe initial actions to take when a device malfunctions during information handling
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for correctly identifying and differentiating between hardware (e.g., monitor, keyboard) and software (e.g., word processor) and explaining the role of operating systems (e.g., Windows) and applications in a care context.
- Award credit for demonstrating the ability to navigate a web browser to locate specific online content, such as policies or resources on a health and social care website, and for using search functions effectively.
- Award credit for performing accurate opening, reading, and saving of information, including using appropriate file formats and naming conventions, and highlighting the importance of confidentiality when storing care records.
- Award credit for recognizing at least two common technical problems (e.g., printer jam, frozen screen, lost internet connection) and describing basic first steps to resolve them, such as restarting a device or checking cables.
- Award credit for correctly identifying and giving examples of hardware (e.g., monitor, keyboard) and software (e.g., word processor, operating system like Windows).
- Award credit for demonstrating ability to open a web browser, navigate to a specified website, and locate required information accurately.
- Award credit for successfully opening a document, reading its content, making simple edits if required, and saving it with an appropriate file name in a designated folder.
- Award credit for recognising common technical problems such as error messages, frozen screens, or connectivity issues, and describing basic troubleshooting steps (e.g., restart, check cables).
- Award credit for accurate differentiation between hardware and software with concrete examples from a care context
- Evidence must show the learner can independently navigate to a given website and retrieve information
- Assessor observation or screenshot evidence should confirm the ability to save a file with an appropriate name and location
- Accept responses that correctly identify when a problem is beyond the user’s capability and requires IT support
- Credit understanding of why following data protection procedures is critical when handling service user information
Assessment Guidance
Guidance for achieving higher grades
- 💡In assessments, always demonstrate the ability to explain not just how to perform a task but why it is important in a care context—for instance, saving information securely protects service user confidentiality.
- 💡When asked to navigate online content, show that you can use specific website features like menus and search boxes to find authoritative health and social care information.
- 💡For technical problems, memorise a simple troubleshooting routine and practice describing it clearly, as verbal or written explanation may be assessed.
- 💡In assessments, when asked to define hardware and software, provide clear examples from a care setting, such as a tablet used for recording observations (hardware) and the application used to input data (software).
- 💡For practical tasks, practice navigating to local authority or NHS websites to find specific policies or information, as this mirrors real workplace tasks.
- 💡Always demonstrate the full process of opening, reading, and saving a document: show that you check the content, understand it, and can save it with a logical name and in the correct folder.
- 💡When troubleshooting, articulate the steps clearly: identify the problem (e.g., 'The screen is frozen'), check simple solutions (e.g., press Ctrl+Alt+Del), and know when to seek IT support, referencing data protection implications.
- 💡In portfolio tasks, annotate screenshots or photos to clearly show each step of the process
- 💡Use the correct terminology when describing components and actions – assessors look for precision
- 💡Practice common troubleshooting scenarios before assessment to build confidence in problem recognition
- 💡Always link practical IT tasks back to the care setting context to demonstrate applied understanding
- 💡Use real-life examples to illustrate your answers. For instance, when explaining person-centred care, describe a scenario where a care worker adapts a meal plan to respect a resident's cultural dietary needs. This shows you can apply theory to practice.
- 💡Always link your answers to relevant legislation or frameworks, such as the Care Act 2014, Children Act 1989, or the Early Years Foundation Stage (EYFS). Examiners look for evidence that you understand the legal context of care.
- 💡When discussing safeguarding, be specific about the steps you would take: recognise signs of abuse, report to the designated person, and record accurately. Avoid vague statements like 'tell someone' – name the role (e.g., safeguarding lead).
Common Mistakes
Common errors to avoid in your coursework
- Confusing hardware with software, for instance mistaking a web browser for a physical component of the computer.
- Failing to save documents in the correct location, leading to data loss or breaches of confidentiality.
- Underestimating the importance of logging off or locking devices when leaving them unattended in a care setting.
- Confusing hardware with software, e.g., stating that the operating system is a physical component.
- Not understanding the difference between an operating system and application software, such as thinking that a web browser is the operating system.
- Difficulty navigating to specific websites or using search functions effectively, often typing full URLs incorrectly or clicking on sponsored links unintentionally.
- Saving files in incorrect locations or not using meaningful file names, leading to lost work or inability to find documents later.
- Failing to recognise when a technical problem is device-related versus user-error, such as assuming a frozen screen can be fixed by just waiting.
- Confusing the roles of hardware and software, e.g. referring to an application as hardware
- Saving files without noting the location, leading to inability to retrieve them later
- Assuming all online content is reliable without considering source credibility
- Failing to recognise error messages as indicators of technical problems
- Continuing to use a malfunctioning device without attempting basic fixes like restarting
- Misconception: 'Health and social care is just about looking after elderly people.' Correction: While older adults are a key group, this sector also supports children, young people, and adults of all ages with physical disabilities, learning difficulties, mental health conditions, or temporary needs.
- Misconception: 'Confidentiality means never sharing any information.' Correction: Confidentiality has limits. You must share information if someone is at risk of harm, or if required by law or safeguarding procedures. The key is to share only what is necessary and with the right people.
- Misconception: 'Person-centred care means doing whatever the person wants.' Correction: It means involving the person in decisions about their care, but it must be balanced with professional judgement, safety, and legal responsibilities. For example, a person may want to refuse medication, but you must assess their capacity and follow the Mental Capacity Act.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for HIGHFIELD QUALIFICATIONS Using devices and handling information
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
- •No formal prerequisites are required for this Level 1 award, but a basic understanding of English and maths is helpful for reading and writing assessments.
- •It is beneficial to have an interest in working with people and a willingness to learn about the values and ethics of care.
Coursework AI Review
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Key Terminology
Essential terms to know
- Know what is meant by hardware, software, operating systems and applicationsBe able to navigate online contentBe able to open, read and save informationBe able to recognise when a technical problem has been encountered
- Know what is meant by hardware, software, operating systems and applicationsBe able to navigate online contentBe able to open, read and save informationBe able to recognise when a technical problem has been encountered
- ICT terminology and functions
- Safe internet navigation
- Information retrieval and storage
- Basic technical troubleshooting
- Data protection awareness
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