Skills for Work: Applying for Jobs
Applying for jobs teaches learners to match their own skills to suitable jobs, search for vacancies, read job adverts, complete application forms or CVs and use sources of advice such as Careers Wales. It is one 20 hour Skills for Work unit that learners combine with other units into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma. Literacy runs through every learning outcome: describing their own skills, reading and analysing job adverts, writing accurate forms and a tailored CV, and explaining or evaluating advice. Numeracy is light, mainly reading pay, hours and closing dates in job information.
- Awarding body
- WJEC
- 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
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence is compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, Skills for Work group.
- Level 1 and Level 2: Four learning outcomes with assessment criteria at Level 1 and Level 2. Evidence is compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, Skills for Work group.
The literacy and numeracy skills in this qualification
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Describing own skills, qualities and aspirations
Learners point out their own skills and interests with support at Entry 1, give a description of them at Entry 3 and describe their skills and career interests at Level 1. At Level 2 they evaluate their own skills, qualities and aptitudes against job requirements and identify areas to develop; all of this is required by the assessment criteria and can be spoken or written.
Literacy: Purpose, Clarity and vocabulary, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils pick five skills from a word bank, such as reliable or good with numbers, and tell a partner an example of when they used each one.
- Year 8
- Pupils write a short paragraph about their strengths and interests for a class profile, giving a reason or example for each skill.
- Year 9
- Pupils read a job description and write a short evaluation of which requirements they already meet, which they partly meet and one skill they need to develop.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 1, assessment criteria 1.1 and 1.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.2, page 6
“Evaluate own skills, qualities and aptitudes against”
Progression step 3
I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
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.
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Reading and analysing job adverts
Learners point to key details in a simple job advert at Entry 1, state the main details at Entry 3, identify and interpret key information at Level 1, and analyse adverts to identify requirements, skills and qualifications at Level 2. This is required by the assessment criteria, and annotated job adverts are a suggested source of evidence.
Literacy: Reading strategies, Understanding, response and analysis
Getting pupils ready
- Year 7
- Pupils scan a short job advert for a café assistant and highlight the job title, hours, pay and how to apply.
- Year 8
- Pupils annotate two job adverts, sorting the requirements into essential and desirable, and explain what one unfamiliar phrase means.
- Year 9
- Pupils compare three adverts for similar jobs and write which skills and qualifications each employer wants, picking out words that hint at what the employer values.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 3, assessment criterion 3.1, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1, page 6; sources of evidence, page 9
“Analyse job adverts to identify job requirements,”
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.
Progression step 5
I can read closely, analysing the content, language and impact of texts to deepen my understanding.
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Writing accurate applications and a tailored CV
Learners use a simple job application form at Entry 3, complete a form accurately with relevant information at Level 1 and create an application or CV suited to a specific job at Level 2. These are required by the assessment criteria, and the amplification asks for clear and appropriate language and accurate, well presented applications; covering letters and peer review are suggested only.
Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar, Proofreading, editing and improving
Getting pupils ready
- Year 7
- Pupils complete a printed application form for a school role such as library helper, using full sentences in the box about why they want the role.
- Year 8
- Pupils write a short formal letter applying for a work experience place, then check it against a list of formal language rules and redraft one paragraph.
- Year 9
- Pupils write a personal statement for a CV aimed at a specific advert, using the advert's key words, then improve it after feedback from a partner.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 3, assessment criterion 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.2, page 6; amplification of LO3, page 8
“use clear and appropriate language in applications”
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.
I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.
Progression step 4
I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.
I can improve writing through independent review and redrafting.
Progression step 5
I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.
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Explaining and evaluating sources of advice
Learners say how local organisations or people can help at Entry 2, explain how sources of advice and guidance support job seeking at Level 1, and at Level 2 evaluate how effective different sources are. This is required by the assessment criteria; visiting or role playing a meeting with a careers adviser is a suggested activity that brings in listening and questioning.
Literacy: Listening to understand, Questioning, Understanding, response and analysis
Getting pupils ready
- Year 7
- Pupils listen to a talk from a careers adviser, note three ways the adviser can help young people and ask one question at the end.
- Year 8
- Pupils read two short leaflets on finding work and explain to a partner which one gives more useful advice for someone their age.
- Year 9
- Pupils write a short evaluation of three sources of job advice, a website, a person and an organisation, saying what each is best for and which they would use first.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 4, assessment criteria 4.1 and 4.2, page 5; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 and 4.2, page 6; suggested activities, page 9
“Explain how these sources of advice and guidance”
Progression step 3
I can listen to and understand information about a variety of topics, summarising the main points.
I can ask and answer questions, building on and developing the ideas of others in group discussions.
Progression step 4
I can listen to and consider the relevance and significance of information and ideas presented to me.
I can evaluate the usefulness and reliability of texts.
Progression step 5
I can confidently evaluate the purpose, impact and reliability of texts.
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Reading pay, hours and closing dates in job information
Learners select information such as pay from job adverts at Entry 2 and record key details including hours, and Level 1 and Level 2 learners interpret adverts and plan a job search with deadlines. Reading pay and hours is part of the assessment criteria, but there is no required calculation: working out weekly pay or comparing pay between adverts appears only in the amplification and suggested activities, so numeracy demand is low.
Numeracy: Strategic competence, Measurement, Calculation
Getting pupils ready
- Year 7
- Pupils read the hourly pay and hours from three printed job adverts and order the jobs from highest to lowest hourly pay.
- Year 8
- Pupils work out the weekly pay for two part time jobs by multiplying the hourly rate by the hours, such as 12.21 pounds times 16 hours, and say which pays more each week.
- Year 9
- Pupils compare a job paying an hourly rate with one paying a yearly salary, convert both to weekly pay, and add each closing date to a calendar to plan when to apply.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 3, assessment criterion 3.1, page 5; amplification of LO2 and LO3, page 8; suggested activities, page 9
“identify main details in a job advert (e.g., job title, hours, pay, location)”
Progression step 3
I can identify, measure or obtain required information to complete the task.
I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.
Progression step 4
I can identify what further information might be required and select what information is most appropriate.
I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06.
Good to know
- Unit codes are S651E1, S651E2, S651E3, S651L1 and S651L2, and the unit is "GLH 20" in the Skills for Work suite (Unit overview, page 3).
- Evidence does not have to be long writing: "evidence may be verbal, written, practical, or visual, extended written work is not required unless appropriate" (Sources of evidence, page 9).
- Spelling and layout are not judged unless a criterion asks: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed." (Sources of evidence, page 9). Level 1 criterion 3.2 does ask for a form completed "accurately" (page 6).
- Spoken work counts: the specification lists "video/audio recordings" and "teacher/assessor questioning" as evidence types (Skills for Life and Work specification, section 4.1, page 18), and the pack suggests role play with a careers adviser (page 9).
- Suggested assessment tasks are optional: "These tasks are not mandatory." Teachers may adapt them or write their own (Skills for Life and Work specification, section 4.1, page 18).
- AI tools must be acknowledged. Misuse includes "Copying or paraphrasing whole responses of AI-generated content" (Skills for Life and Work specification, section 4.6, page 21), which matters for CVs and personal statements written with chatbots.
- Appendix A of the specification ticks Literacy and Numeracy for this unit (page 29), and the pack says learners use numeracy "when interpreting job information such as pay, hours and scheduling" (Unit overview, page 4).
Links with other qualifications
The pack names VCSE Retail and Customer Service and GCSE Business as related WJEC qualifications, and both cover recruitment and what employers look for in applicants. Writing a CV, a covering letter and a formal application builds directly on the formal and transactional writing in GCSE English Language and Literature, and the same tasks in Welsh link with GCSE Core Cymraeg and GCSE Cymraeg Language and Literature. Reading pay and hours links with the money work in GCSE Mathematics and Numeracy. Within the Skills Suite the pack names Interview and confidence techniques, Exploring career pathways, Personal development planning, Jobs of the future, Work experience, Career creativity and Working in Wales as units to deliver alongside it.
Source: WJEC Applying for jobs unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).