Skills for Work: Applying for Jobs
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Pearson.
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.
- Corff dyfarnu
- Pearson
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Uchel
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- 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.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Describing own skills, strengths and interests and matching them to jobs
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.
Llythrennedd: Eglurder a geirfa, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils match their skills to three job profiles on the Careers Wales website and write one sentence for each explaining the match.
- Blwyddyn 9
- Pupils write a paragraph explaining how their skills and interests suit two jobs in different sectors, giving an example for each skill.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
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Reading job adverts and job descriptions
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.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils scan a printed advert for a holiday club helper and highlight the job title, hours, pay and how to apply.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.
Cam cynnydd 4
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.
Rwy'n gallu darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.
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Writing a CV, covering letter and application form
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils write a personal profile for a mock CV and then rewrite it in a more formal tone suited to an employer.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.
Rwy’n gallu gwneud dewisiadau priodol am eirfa, iaith idiomatig a chystrawen er mwyn mynegi fy hun yn rhugl ac yn eglur ar gyfer cynulleidfaoedd gwahanol ac at ddibenion gwahanol.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
Cam cynnydd 5
Rwy'n gallu crynhoi gyda hyder, gan addasu arddull a ffurf yn ôl y darllenydd neu'r gynulleidfa fwriadedig a diben y gwaith ysgrifennu.
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Checking and improving applications
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.
Llythrennedd: Prawfddarllen, golygu a gwella, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils swap a short piece of writing with a partner, circle spelling and punctuation errors using a checklist, and redraft their own.
- Blwyddyn 8
- Pupils proofread a sample CV with ten planted errors, such as inconsistent dates and misspelt job titles, and correct them.
- Blwyddyn 9
- Pupils redraft their own covering letter after written feedback, tracking each change and explaining why it makes the letter more professional.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy’n gallu myfyrio ar safon fy mynegiant, ei olygu a'i ailddrafftio i wella'r ansawdd, a defnyddio ystod o strategaethau i sicrhau mwy o eglurder.
Rwy'n gallu defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.
Cam cynnydd 4
Rwy'n gallu gwella gwaith ysgrifennu drwy adolygu annibynnol ac ailddrafftio.
Rwy'n gallu defnyddio amrywiaeth o strategaethau ac adnoddau i sillafu geirfa gyfarwydd ac anghyfarwydd a geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth yn gywir.
Cam cynnydd 5
Rwy'n gallu gwella cynnwys, strwythur a chywirdeb fy ngwaith ysgrifennu drwy fyfyrio'n feirniadol, adolygu a golygu, gan ymateb yn adeiladol i adborth.
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Comparing vacancies by hours, location and pay
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.
Rhifedd: Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils compare two holiday job adverts and work out which pays more for a week by multiplying each hourly rate by the hours.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Rwy'n gallu nodi pa wybodaeth bellach allai fod yn ofynnol a dewis pa wybodaeth sydd fwyaf priodol.
Cam cynnydd 4
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Rwy'n gallu nodi pa wybodaeth bellach allai fod yn ofynnol a dewis pa wybodaeth sydd fwyaf priodol.
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Planning time and deadlines for applications
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.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a calendar to count the days to a competition closing date and mark three planning milestones on it.
- Blwyddyn 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.
- Blwyddyn 9
- Pupils plan applications for two jobs with different closing dates, working backwards on a calendar to schedule searching, drafting and proofreading.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Cam cynnydd 4
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Da gwybod
- Applying for jobs is Unit SfW 6 in the "Overcoming barriers" group, with 20 "Unit GLH" (Unit summary, page 5), and "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- Entry learners get language support: "Their written responses are brief, and word banks may be provided for support" (Entry 2 essential information, page 36), and Entry 3 learners may use "templates or structured headings such as 'My skills'" (page 37).
- From Level 1 the writing must be the learner's own: they produce a CV, covering letter or application form "in their own words" with "elements of a professional tone and layout" (Level 1 essential information, page 37). At Level 2 learners "check their work carefully for accuracy" themselves (page 38).
- The centre picks the evidence: "For this unit there are no mandatory evidence requirements and centres can select the type of evidence" (Essential information for assessment decisions, page 36), so explanations can be spoken and recorded as well as written.
- "Learners can be assessed in Welsh or English" (Language of assessment, page 8).
- AI tools must be acknowledged: "If AI is used, the final submission must be in the learner's own words and reflect their own effort", and unacknowledged use is malpractice (Requirements relating to permitted/prohibited resources, page 39).
- 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 36).
- The document has some copying errors: the Skills for Work specification says "Every unit in our Skills for Life qualifications includes an Authorised Assessment Brief" (page 8), and the Level 2 support guidance reads "The demonstrate initiative" (page 39).
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: 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.