LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Teamwork

Teamwork (Unit SfL 26) is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, from Entry 1 to Level 2. Learners learn the purpose of teamwork, team roles, skills and benefits, take part in a team activity, carry out a specific role from Level 1 and lead part of the activity at Level 2, then review how it went. The centre sets and marks the assignment. Literacy is central and mostly oral: listening and speaking in the team, leading and organising talk at Level 2, and describing or explaining teamwork and their own performance. Numeracy is light: timekeeping and resource roles are suggested, not required.

Awarding body
Pearson
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of literacy work
High
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 teamworking skills, benefits and the purpose of teamwork, and demonstrate teamworking skills in a team activity, then say what went well and what did not. There are no mandatory evidence requirements; the centre sets and marks its own assignment (Pearson's Authorised Assignment Brief is optional), internally verified and checked by a Pearson Standards Verifier. Graded Pass or Fail. 20 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each level: describe (Level 1) or explain (Level 2) the purpose of teamwork, team roles, skills and benefits, and demonstrate a range of effective teamworking skills in a team activity while carrying out at least one specific role, with a leadership role at Level 2, then review performance and outcomes. Evidence is chosen by the centre, internally assessed and checked by a Pearson Standards Verifier. Graded Pass or Fail. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Explaining the purpose of teamwork, roles and benefits

    Assessed: In coursework (non-examination assessment, NEA)

    Learners list, outline or identify teamworking skills and benefits at Entry level, describe the purpose of teamwork, team roles, skills and benefits at Level 1, and explain them at Level 2. This is required by the assessment criteria and can be spoken or written.

    Literacy: Clarity and vocabulary, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils write three sentences on why teams need a leader, a timekeeper and a recorder, using the word because.
    Year 8
    Pupils describe the roles in a team they belong to, such as a sports team or band, and the benefit each role brings.
    Year 9
    Pupils write an organised explanation of the purpose of teamwork in a workplace, covering roles, skills and benefits with examples.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 26, Assessment criteria, Entry 1 to Level 2, page 120; Essential information for assessment decisions, pages 121 to 122

    “Explain the purpose of teamwork, team roles, and a range of teamworking skills and benefits”
    Progression step 3

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    • I can write a comprehensive account of a topic, theme or viewpoint.

    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.

  2. Listening and speaking in a team activity

    Assessed: In coursework (non-examination assessment, NEA)

    From Entry 1 learners demonstrate listening and speaking skills in team activities, and at Level 1 and Level 2 they select and use a range of effective teamwork skills and behaviours with limited direction. This is required by the assessment criteria and is usually evidenced by observation.

    Literacy: Listening as part of collaborative talk, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils build a paper tower in groups of four, taking turns to speak and repeating back a teammate's idea before adding their own.
    Year 8
    Pupils solve a group puzzle where each member holds different clues, asking questions and listening carefully to share the information.
    Year 9
    Pupils plan a charity stall as a team, weighing up options in discussion and reaching agreement on prices, jobs and layout.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 26, Assessment criteria, page 120; Essential information for assessment decisions, Entry 1 to Level 1, page 121

    “demonstrate basic listening and speaking skills in simple team activities”
    Progression step 3

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    Progression step 4

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

    • I can recognise a range of options for action and reach agreement to achieve the aims of the group.

  3. Leading and organising team talk

    Assessed: In coursework (non-examination assessment, NEA)

    Level 2 learners take a leadership role in at least one part of an activity or a full activity and take full responsibility for their communication. Level 1 learners carry out at least one specific role. This is required by the Level 1 and Level 2 guidance.

    Literacy: Purpose, Clarity and vocabulary, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils take turns to chair a five minute group discussion, inviting each member to speak and summarising what was agreed.
    Year 8
    Pupils lead a small group through instructions for a practical task, checking understanding and rephrasing when someone is unsure.
    Year 9
    Pupils lead a team meeting to plan an event, keep the discussion on track, resolve a disagreement and close with clear actions.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 26, Essential information for assessment decisions, Level 1, page 121, and Level 2, page 122; Levels of supervision and support, page 122

    “learners can be expected to take on a leadership role in at least one part of an activity”
    Progression step 3

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    Progression step 4

    • I can undertake a range of responsibilities to structure and develop group talk, including in more formal situations.

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

    Progression step 5

    • I can use a range of options and strategies to enable the group to progress and reach consensus.

  4. Reviewing performance and outcomes

    Assessed: In coursework (non-examination assessment, NEA)

    At the end of the team activity Entry learners say what went well and what did not, adding areas for improvement from Entry 2. Level 1 learners describe their performance and the outcomes accurately, and Level 2 learners give a detailed explanation. This is required by the guidance at every level; Pearson's Annexe C suggests written or audio reviews.

    Literacy: Planning and organising for different purposes, audiences and context, Purpose

    Getting pupils ready

    Year 7
    Pupils fill in a two column sheet after a group task saying what went well and what did not.
    Year 8
    Pupils record a short audio review of their role in a team challenge and one thing they would change.
    Year 9
    Pupils write a detailed review of a team project explaining their own contribution, the team's outcome and two improvements with reasons.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 26, Essential information for assessment decisions, Entry 1 to Level 2, pages 121 to 122; Annexe C, page 165

    “learners should be able to give a detailed explanation of their performance and the activities' outcomes”
    Progression step 3

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

    Progression step 4

    • I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

  5. Managing time, deadlines and resources in a team

    Assessed: Taught, but not assessed

    Pearson's Annexe C names timekeeping, deadlines and, where used, resource or finance roles as the numeracy link, for example a timekeeper role or a small budget for an event. No criterion requires calculation, so this is suggested only.

    Numeracy: Measurement, Financial literacy, Strategic competence

    Getting pupils ready

    Year 7
    Pupils act as timekeeper for a ten minute group task, giving warnings at five and two minutes.
    Year 8
    Pupils draw up a timetable of tasks and deadlines for a class event over two weeks.
    Year 9
    Pupils manage a £20 budget as the team's finance officer, pricing materials for an event and keeping a record of spending.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 26, Annexe C, page 165

    “Timekeeping/deadlines; basic resource/finance roles (where used)”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    • I can realise that budgeting is important.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

Good to know

Links with other qualifications

The listening, collaborative talk and explaining in this unit reinforce the oracy in GCSE English Language and Literature and GCSE Cymraeg Language and Literature, and Pearson's mapping to the Health and Well-being statement on healthy relationships links it to GCSE Physical Education and Health. Explaining roles and responsibilities in a team supports GCSE Business and VCSE Retail and Customer Service, and within the WJEC Skills Suite it overlaps with Community Participation and Understanding Self and Others. Compared with the WJEC Teamwork unit, which also centres on group talk and review, the Pearson unit adds a leadership role at Level 2 and a performance review at every level, so Level 2 talk demands are higher.

Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma specification, Issue 1, August 2026, Unit SfL 26: Teamwork.