LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Applying for Jobs

Applying for Jobs (Unit SfW 6) is one 20 hour unit that learners combine with others into a Pearson Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Learners match their skills, strengths and interests to jobs, search for vacancies and prepare applications. Centres set and mark the assessment, Pearson verifies it, and the unit is passed once at one level. Literacy demand is high: every level asks learners to list, outline, describe or explain their attributes, read adverts or job descriptions and write applications, which at Level 2 must be tailored, professional and checked for accuracy. Numeracy is light, limited to comparing vacancies by hours, location or pay and managing time for applications.

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, rising from listing personal information and strengths and taking part in a basic job search or application activity, to matching skills and strengths to possible jobs using basic job-search resources and completing application forms. The centre chooses the evidence, sets and marks the assessment, and Pearson quality assures it through standards verification. 20 guided learning hours, graded Pass or Fail at the level achieved.
  • Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: learners describe (Level 1) or explain (Level 2) how their personal attributes match job opportunities, and carry out job searches and job applications, which must be varied and tailored at Level 2. The centre chooses the evidence, sets and marks the assessment, and Pearson quality assures it through standards verification. 20 guided learning hours, graded Pass or Fail at the level achieved.

The literacy and numeracy skills in this qualification

  1. Describing own skills, strengths and interests and matching them to jobs

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

    Entry 1 learners list personal information and strengths, Entry 2 learners outline at least two abilities and two interests, and Entry 3 learners identify three skills, three strengths and two interests and give a simple reason why a job fits. Level 1 learners describe at least two attributes with examples from school, home or the community, and Level 2 learners explain in detail how their attributes relate to at least three jobs across two sectors. This is required by the assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils make a mind map of their own skills with an example from school, home or a club for each, then tell a partner about their top three.
    Year 8
    Pupils match their skills to three job profiles on the Careers Wales website and write one sentence for each explaining the match.
    Year 9
    Pupils write a paragraph explaining how their skills and interests suit two jobs in different sectors, giving an example for each skill.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 6, assessment criteria Entry 1 to Level 2, page 35; Essential information for assessment decisions, pages 36 to 38

    “explain in detail how their attributes (i.e. skills, aptitudes, and aspirations) relate to a range of at least three job opportunities”
    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 can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

  2. Reading job adverts and job descriptions

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

    Entry 2 learners point out key terms such as a job title or contact details in simple adverts, and Entry 3 learners locate a suitable role in a printed advert or pre-filtered website. Level 2 learners understand most of a job description and its selection criteria and pick out essential and desirable requirements to judge how well they match. This is set out in the essential information for assessment decisions.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils scan a printed advert for a holiday club helper and highlight the job title, hours, pay and how to apply.
    Year 8
    Pupils read a simple job description and sort its requirements into a table of things they can already do and things they would need to learn.
    Year 9
    Pupils read a person specification for an apprenticeship, label each requirement essential or desirable, and note evidence they could give for two of them.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 6, Essential information for assessment decisions, Entry 2, page 36, Entry 3, page 37, Level 2, page 38

    “identify essential and desirable requirements, and consider how their skills and experience match them”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    Progression step 4

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

    • I can read closely, follow up and use additional material in texts to extend my understanding.

  3. Writing a CV, covering letter and application form

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

    Entry 2 learners write brief answers on parts of a basic form, with word banks allowed, and Entry 3 learners write short, simple sentences under headings such as 'My skills'. Level 1 learners write in their own words, sequence information and show elements of a professional tone and layout, and Level 2 learners adapt the content and professional style of CVs, covering letters and forms to each role. This is required by the assessment criteria.

    Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils write a short formal letter to the headteacher asking to start a lunchtime club, following a set layout with address, date and sign-off.
    Year 8
    Pupils write a personal profile for a mock CV and then rewrite it in a more formal tone suited to an employer.
    Year 9
    Pupils write a covering letter for a real part-time job advert, using the wording of the advert to decide which of their skills to mention.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 6, assessment criteria Entry 2 to Level 2, page 35; Essential information for assessment decisions, pages 36 to 38

    “When preparing a job application, they can produce a CV, covering letter, or application form in their own words”
    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 make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.

    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 select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

    Progression step 5

    • I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

  4. Checking and improving applications

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

    Entry 3 learners respond to feedback to improve their work and need support to check its accuracy, Level 1 learners respond to guidance to add detail and correct errors, and Level 2 learners check their own work carefully for accuracy and make amendments. This is described in the essential information for assessment decisions and underpins the professional documents the Level 1 and Level 2 criteria require.

    Literacy: Proofreading, editing and improving, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils swap a short piece of writing with a partner, circle spelling and punctuation errors using a checklist, and redraft their own.
    Year 8
    Pupils proofread a sample CV with ten planted errors, such as inconsistent dates and misspelt job titles, and correct them.
    Year 9
    Pupils redraft their own covering letter after written feedback, tracking each change and explaining why it makes the letter more professional.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 6, Essential information for assessment decisions, Entry 3 and Level 1, page 37, Level 2, page 38

    “check their work carefully for accuracy, making appropriate amendments where necessary”
    Progression step 3

    • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I can improve writing through independent review and redrafting.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    Progression step 5

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

  5. Comparing vacancies by hours, location and pay

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

    Level 1 learners apply filters such as location or hours and weigh practical considerations when choosing roles, and Level 2 learners compare roles and prioritise some vacancies over others. Annexe C names comparing vacancies by hours, location and pay, where used, as the numeracy link. Comparing roles is part of the assessed job search, but working with the numbers is one way of doing it rather than a requirement, so the numeracy is light.

    Numeracy: Strategic competence

    Getting pupils ready

    Year 7
    Pupils compare two holiday job adverts and work out which pays more for a week by multiplying each hourly rate by the hours.
    Year 8
    Pupils use a table to compare four vacancies by hours, hourly pay and travel distance, and choose the best option for a described person.
    Year 9
    Pupils calculate weekly pay for three part-time vacancies with different hours and rates, subtract bus fares, and justify which job they would apply for.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 6, Essential information for assessment decisions, Level 1, page 37, Level 2, page 38; Annexe C, page 119

    “Comparing vacancies by hours/location/pay (where used); managing time for application tasks”
    Progression step 3

    • I can identify, measure or obtain required information to complete the task.

    • I can identify what further information might be required and select what information is most appropriate.

    Progression step 4

    • I can identify, measure or obtain required information to complete the task.

    • I can identify what further information might be required and select what information is most appropriate.

  6. Planning time and deadlines for applications

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

    Level 2 learners organise their own tasks and manage their time effectively, and Annexe C names managing time for application tasks as a numeracy link. In practice learners work back from closing dates to plan when to search, draft and check their applications. The expectation is in the Level 2 essential information; no calculation is required.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils use a calendar to count the days to a competition closing date and mark three planning milestones on it.
    Year 8
    Pupils draw up a weekly timetable that fits homework around a project deadline, allocating time slots and checking that the total time is enough.
    Year 9
    Pupils plan applications for two jobs with different closing dates, working backwards on a calendar to schedule searching, drafting and proofreading.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 6, Level 2 essential information, page 38; Annexe C, page 119

    “Learners can organise their own tasks, manage time effectively and take responsibility for the professionalism and completeness of their applications”
    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 prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 4

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

Good to know

Links with other qualifications

Writing a CV, covering letter and application form builds directly on the formal and transactional writing in GCSE English Language and Literature, and the same tasks done in Welsh link with GCSE Core Cymraeg and GCSE Cymraeg Language and Literature. Comparing pay and hours draws lightly on the money and time work in GCSE Mathematics and Numeracy, and the recruitment context links with GCSE Business and the VCSE in Retail and Customer Service. Within the WJEC Skills Suite, Interview and Confidence Techniques, Exploring Career Pathways and Work Experience sit naturally beside it. Compared with the WJEC Applying for jobs unit, also 20 hours but organised into four learning outcomes, Pearson's version has one criterion per level and sets fixed Level 2 amounts of reading and writing: information from at least three job-search resources, four suitable vacancies and two tailored applications.

Source: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma Qualifications Specification, Issue 1, August 2026, Unit SfW 6: Applying for jobs.