Skills for Work: Using IT in the Workplace
Using IT in the Workplace is a Pearson Skills for Work unit on safe use of digital devices, privacy and security, and creating workplace documents. It is one 10 hour unit that learners combine with others into a Pearson Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2, and the centre sets and marks the assignment. Literacy sits in listing, describing and explaining privacy, security and digital risks, writing short notices, messages and memos laid out for readers, and justifying formatting choices. Numeracy demand is low: Pearson's own mapping gives no direct numeracy link, and basic spreadsheets are only named as one tool learners might choose.
- Awarding body
- Pearson
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 10
- First taught
- September 2027
- Amount of literacy work
- Medium
- Amount of numeracy work
- Low
- Specification
- Open the specification
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: list, outline or identify common digital devices, safe online behaviour and why privacy and security matter, and follow instructions or use simple workplace software and settings to complete a basic digital task or create a simple digital document. The centre sets and marks its own assignment (Pearson's Authorised Assignment Brief is optional) and there are no mandatory evidence requirements; work is internally verified and quality assured by a Pearson Standards Verifier. 10 guided learning hours, graded Pass or Fail.
- Level 1 and Level 2: One assessment criterion at each level: at Level 1 learners describe why privacy and security are important and use digital applications to create a simple digital document; at Level 2 they explain the risks in digital environments and select and use appropriate digital tools to create a digital document. The centre sets and marks its own assignment, with no mandatory evidence requirements, internally verified and quality assured by a Pearson Standards Verifier. 10 guided learning hours, graded Pass or Fail.
The literacy and numeracy skills in this qualification
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Describing and explaining privacy, security and digital risks
Learners list (Entry 1), outline (Entry 2), identify (Entry 3), describe (Level 1) and explain (Level 2) safe behaviour, why privacy and security matter and the risks in digital environments, using terms such as phishing, access control and insecure networks. Level 1 learners describe how to avoid risks such as weak passwords or unlocked screens. This is required by the assessment criteria.
Literacy: Planning and organising for different purposes, audiences and context, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils write three sentences explaining why a password should never be shared, using the word because in each.
- Year 8
- Pupils give a one minute talk to a partner explaining phishing and unlocked screens, using a word bank of correct terms.
- Year 9
- Pupils write a short explanation for new staff of three digital threats, such as public Wi-Fi, phishing and shared logins, and what each could cost the business.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfW 17, assessment criteria Entry 1 to Level 2, page 87; Essential information for assessment decisions, Entry 3 to Level 2, page 89
“can describe how to avoid common risks such as weak passwords or unlocked screens”
Progression step 3
I can write a comprehensive account of a topic, theme or viewpoint.
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.
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Writing short workplace documents for a reader
Learners complete a short notice or message at Entry 2, a short structured document with headings and bullet points at Entry 3, documents such as memos and staff notices that use formatting to make meaning clear at Level 1, and well structured, professional documents to workplace standards at Level 2. The document is required by the Entry 3, Level 1 and Level 2 assessment criteria.
Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar
Getting pupils ready
- Year 7
- Pupils write a five line notice for a school club, with a heading, the key facts and a polite request, and check it reads clearly.
- Year 8
- Pupils rewrite a long paragraph of instructions for staff as a memo with a heading and bullet points, choosing a formal tone.
- Year 9
- Pupils draft a staff notice and a memo on the same topic and explain how the purpose and reader changed the layout and wording.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfW 17, assessment criteria Entry 3 to Level 2, page 87; Essential information for assessment decisions, Entry 2, page 88, Entry 3 to Level 2, page 89
“produce a short, structured digital document that includes headings, bullet points or images”
Progression step 3
I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.
I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.
Progression step 4
I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.
I can present my work appropriately in digital contexts using appropriate digital conventions, e.g. thumbnails, language preferences.
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Justifying layout and formatting choices
Entry 3 learners say why headings, bullet points or images make information clearer, and Level 1 learners justify decisions in simple terms, such as why a memo needs clear headings or a staff notice needs bullet points. Level 2 learners show awareness of workplace standards and amend their decisions when needed. This comes from the essential information for assessment decisions that explains the criteria.
Literacy: Understanding, response and analysis, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils compare two versions of the same poster and tell a partner which is clearer and which feature makes the difference.
- Year 8
- Pupils annotate a printed memo, labelling each heading and list and writing why it helps the reader find information.
- Year 9
- Pupils write a short commentary on a document they made, explaining three layout choices and how each suits the audience and purpose.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfW 17, Essential information for assessment decisions, Entry 3 and Level 1, page 89; Levels of supervision, Entry 3, page 90
“such as why a memo requires clear headings or why a staff notice needs bullet points”
Progression step 3
I can use my understanding of different kinds of texts to consider whether a text is effective in conveying information, ideas and views.
I can explore different ways to plan, draft and present my work appropriately.
Progression step 4
I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.
I can use my knowledge of how different texts are structured, organised and linked to support my understanding of a topic, e.g. use of hyperlinks in a printed/digital text to extend my research and understanding.
Good to know
- The unit is SfW 17 and is worth 10 guided learning hours (Section 3, page 5), half the 20 hours of the WJEC unit of the same name.
- A learner achieves the unit once, at one level: "Learners can only achieve each unit once, at a single level." (Rules of Combination, page 6).
- Evidence can be spoken or written: "there are no mandatory evidence requirements and centres can select the type of evidence" (page 88), and Entry 1 learners can respond "using pointing, repetition or brief verbal responses" (Essential information for assessment decisions, page 88).
- The teaching content is in a separate document: "This can be found in the Teaching and Learning Support document for this unit" (Unit content, page 88).
- Written work must be the learner's own: "If AI is used, the final submission must be in the learner’s own words and reflect their own effort." (page 90).
- Pearson's own mapping lists the literacy as "write, discussion, research, describe, explain" and the numeracy as "No direct link" (Annexe C, page 122).
- The Skills for Work specification says "Every unit in our Skills for Life qualifications includes an Authorised Assessment Brief" (page 8), a leftover reference to the other suite, and the Entry 3 guidance has the typing error "Learners’ can provide a brief description" (page 89).
Links with other qualifications
The WJEC Skills for Work unit Using IT in the Workplace is a 20 hour unit with five learning outcomes and asks for more writing: professional emails and messages for different audiences, proofreading for accuracy and tone, and comparing sources. Pearson's 10 hour unit asks learners to describe or explain privacy and security and to produce one workplace document, so the literacy is shorter and centred on explanation and layout. Explaining digital risks with correct vocabulary and writing memos and notices for a reader build on GCSE English Language and Literature and GCSE Cymraeg Language and Literature, and memos and staff notices link with GCSE Business. Neither version asks for calculation, so links with GCSE Mathematics and Numeracy are slight.
Source: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma specification, Issue 1, August 2026, Unit SfW 17: Using IT in the workplace.