Entry 2 - Unit 10 - ICT for Employment (1 credit)


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Activities supporting the assessment of this award

Assessor's guide to interpreting the criteria

General Information

  • The Bronze 2 Award is designed to provide progression from the Entry Level 1 Bronze award to Entry level 3 Award and as a foundation for Level 1 ICT user qualifications particularly the ITQ.

  • The definition of an entry level qualification is to recognise basic knowledge and skills and the ability to apply learning in everyday situations under direct guidance or supervision. Learning at this level involves building basic knowledge and skills and is not geared towards specific occupations. 

  • The criteria are designed to provide opportunities to promote numeracy, literacy and social skills as well as ICT capability and are fully compatible with the UK National Curriculum programmes of study.

  • The Bronze 2 Award is designed to promote a wider range of participation by providing coherent progression from the Bronze 1 to Bronze 3 and/or Silver Level 1 qualifications. We want especially to include people with special needs or specific learning difficulties and younger children. Contexts for learning should be chosen appropriately for the learner.

  • The specification for the Bronze 2,  Entry Level 2 Award provides an outcome framework for assessment and is not intended to dictate any particular context for learning and so can be used with young children or adults. The INGOTs family of qualifications are designed for personalising learning rather than targeting arbitrary groups. Assessors have discretion about the contexts used as long as the assessment criteria can be matched and the guidance below should be read with this in mind.


  • Standards must be confirmed by a trained Bronze Assessor or higher

  • Assessors must at a minimum record assessment judgements as entries in the on-line mark book on the INGOTs.org certification site.

  • It is expected that there will be routine evidence of work used for judging assessment outcomes in the candidates' records of their day to day work. Samples should be available at the annual visit and/or by video conference.

  • Different approaches to learning will be required in order to match differing needs, for example, the needs of children will be different from the needs of adults with learning disabilities.

  • Completing the criteria entitles the candidate to the Bronze 2 Award. In general, the candidate should demonstrate that matching criteria can be sustained over time with continued practice.

  • We expect at least 15 hours of guided study to be under-taken before the award is made assuming learners are new to computers but discretion can be used to take account of prior learning where this is sensible in individual cases. In terms of making the award, what matters is outcomes and competence.

Assessment Method

Assessors can use the criteria to determine levels of prior learning through dialog with the candidate, direct observation and any other appropriate and relevant evidence. They can score each of the criteria for each candidate N (No evidence), L (some progress but still lower than the level) S, secure at that level and this criterion, H, the candidate is performing beyond the required level. Candidates are required to achieve S or H on all the criteria to achieve the full award. This means they provide evidence of "Secure" competence across all the criteria. 

Expansion of the assessment criteria

The Entry 2 learner will demonstrate a basic understanding and working practice of ICT in a work place.
An activity will typically be ‘straightforward or routine’ because:
  • the task or context will be familiar and involve few factors (desktop computer, laptop, mobile phone, opening a document, selecting an object, naming keyboard, mouse, screen); and
  • the techniques used will be familiar or commonly undertaken with support from other more experienced people.

Learners should show willingness to be co-operative and respect the advice and support given by more experienced users.

1. The learner will recognise the types of information and communication technology that are used in a work place

1.1 I can identify 3 different types of information and communication technology used in a place of work

Candidates should be able to demonstrate familiarity three types of work based ICT.
Evidence: Direct observation and reflections.
Additional information and guidance
Different work places might have a different range of ICT they use, but in most instances it will be word processing, spreadsheets and presentations, but candidates could also discuss email and imaging finctions if appropriate. They just need to identify what is used in their setting.

1.2 I can give a sample description of their uses

Candidates should be able to present samples to back up their findings.
Evidence: Samples.
Additional information and guidance
The 3 applications they identify need to be backed up with some examples to illustrate they understand the application use.

2. The learner will know how to use relevant information and communication technology systems

2.1 I can use 2 types of information communication technology systems appropriately and within place of work guidelines

Candidates should be able to demonstrate the ability to use the applications identified correctly.
Evidence: Samples.
Additional information and guidance
Candidates need to create some sample materials to illustrate they can use a couple of applications in their work place and should also show an awareness of the work placed guidelines such as styles and file formats.

2.2 I can identify who to contact for help and support when using information communication technology

Candidates should be able to demonstrate they know the help systems available to them.
Evidence: Direct observation and reflections.
Additional information and guidance
In most places there will be dedicated staff to assist with their applications and candidates need to show to assessors that they know who these people are and how to get in touch with them. This may be part of a training manual given to them when they started the job.


The assessor should keep a record of assessment judgements made for each candidate and make notes of any significant issues for any candidate. They must be prepared to enter into dialog with their Account Manager and provide their assessment records to the Account Manager through the on-line mark book. They should be prepared to provide evidence as a basis for their judgements should it be required by the Principal Assessor or their Account Manager/external moderator. Before authorizing certification, the Account Manager must be satisfied that the assessors judgements are sound.