Skills for Work: Career Creativity
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Pearson.
Career creativity is a Pearson Skills for Work unit in which learners choose a 'dream job', look at ways of working and levels of responsibility, compare their own skills with what the job needs, and from Entry 3 complete a skills audit and development plan. It 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. Literacy carries the unit: explaining why a job suits them, reading job information, discussing skills and writing a plan. Numeracy demand is low; Pearson lists no numeracy link, and the only number work is setting timescales at Level 1 and Level 2.
- Corff dyfarnu
- Pearson
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- 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: state, outline or identify a 'dream job' with reasons and, from Entry 2, its level of responsibility, compare own skills and attributes with those the job needs, and at Entry 3 complete a basic skills audit and plan. There are no mandatory evidence requirements; the centre sets and marks the assessment and Pearson quality assures it through standards verification. 20 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain (Level 2) how a career and 'dream job' match preferred ways of working, and complete a skills audit with a development plan, with timescales at Level 1 and a detailed, timebound plan showing progression through the career path at Level 2. The centre sets and marks the assessment and Pearson quality assures it through standards verification. 20 guided learning hours.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Explaining why a dream job suits you
Learners state (Entry 1), outline (Entry 2) or identify (Entry 3) a 'dream job' with reasons, describe at Level 1 how the career matches their preferred ways of working, and give a detailed explanation at Level 2 with a clear connection between the job's requirements and their own aspirations. This is required by the assessment criteria.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three sentences about a job they would love, each giving a reason with because, such as I would like to be a vet because I like animals.
- Blwyddyn 8
- Pupils write a paragraph describing how a chosen job matches the way they like to work, for example outdoors or in a team, using a bank of sentence starters.
- Blwyddyn 9
- Pupils write a structured explanation of why a career suits them, linking each requirement of the job to one of their own preferences or strengths with an example.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 11, assessment criteria, page 58; Essential information for assessment decisions, pages 59 to 60
“produce a detailed explanation of how a chosen career path and 'dream job' that interests them”
Cam cynnydd 3
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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.
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Comparing own skills with what a job needs
From Entry 2 learners compare their own skills and personal attributes with those the 'dream job' needs, using a pre-populated audit at Entry 2, a basic audit at Entry 3 and a detailed audit at Level 2. They read job information, sort skills into those they have and those to develop, and write honestly about themselves. This is required by the assessment criteria.
Llythrennedd: Deall, ymateb a dadansoddi, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short job profile, highlight the skills it asks for, and tick the ones they already show in school.
- Blwyddyn 8
- Pupils complete a grid comparing five skills from a job advert with their own, writing one example of evidence for each skill they already have.
- Blwyddyn 9
- Pupils audit their skills against two job descriptions in the same career path and write a short reflection on their strongest match and their biggest gap.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 11, assessment criteria Entry 2 to Level 2, page 58; Essential information for assessment decisions, pages 59 to 60
“complete a basic skills audit to identify and compare their own skills and attributes”
Cam cynnydd 3
Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Cam cynnydd 4
Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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Writing a development plan
From Entry 3 learners write a plan of ways to develop their skills and attributes for the 'dream job'. Level 1 plans give an indication of timescales, and Level 2 plans are timebound and show progression towards the job and through the career path. This is required by the assessment criteria.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a short to do list of three things they could do this term to get better at one skill, such as joining a club to build teamwork.
- Blwyddyn 8
- Pupils write an action plan with headings for the skill, the action, who can help and how they will know it worked.
- Blwyddyn 9
- Pupils draft, review and redraft a development plan for a chosen career, organising actions in a logical order from now to the end of Year 11.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 11, assessment criteria Entry 3 to Level 2, page 58; Essential information for assessment decisions, pages 59 to 60
“produce a basic plan to identify some methods to develop their skills and attributes”
Cam cynnydd 3
Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Cam cynnydd 4
Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
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Researching and comparing job roles and responsibilities
Learners find out about job roles and levels of responsibility, from a basic outline at Entry 2 to comparing a range of job roles within a career path at Level 2, including ways of working and what each role entails. The support guidance describes this as research at every level, and the Level 2 comparison is required by the essential information for assessment decisions.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils scan two job profiles to find the working hours and main duties of each and copy them into a table.
- Blwyddyn 8
- Pupils skim profiles of a junior and a senior role in the same career and summarise in their own words how the responsibilities differ.
- Blwyddyn 9
- Pupils research three roles in one career path, such as care assistant, nurse and ward manager, and write a comparison of their duties, ways of working and responsibility.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 11, Essential information for assessment decisions, Level 2, page 60; Levels of supervision and support before and during assessment, pages 60 to 61
“compare a range of job roles within a chosen career path, including ways of working”
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 defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
Cam cynnydd 4
Rwy'n gallu ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.
Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
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Discussing skills and attributes for a career
The support guidance expects learners to take part in discussions about the skills and attributes a job needs, giving personal examples from Entry 3 and leading sections of the discussion at Level 2. Discussion is how Pearson expects the work to be carried out, but there are no mandatory evidence requirements, so spoken evidence is not itself required.
Llythrennedd: Siarad cydweithredol, Gwrando fel rhan o siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils discuss in pairs which skills a firefighter needs and each give one example of when they have shown one of those skills.
- Blwyddyn 8
- Pupils take turns in a small group to describe a job they like while the others ask one question about the skills it needs.
- Blwyddyn 9
- Pupils lead part of a group discussion on the attributes needed for a chosen career, inviting others to give examples and summarising the points agreed.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 11, Levels of supervision and support before and during assessment, pages 60 to 61
“participate in, and lead sections of, discussions about skills and attributes required to”
Cam cynnydd 3
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
Cam cynnydd 4
Rwy'n gallu ymgymryd ag ystod o gyfrifoldebau i strwythuro a datblygu siarad mewn grŵp, gan gynnwys mewn sefyllfaoedd mwy ffurfiol.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
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Setting timescales in a development plan
At Level 1 the development plan gives an indication of timescales and at Level 2 it is timebound, so learners put actions in a sensible order and set realistic dates. This is the only number work in the unit; Pearson's own mapping lists no direct numeracy link, and Entry levels need no timescales.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils mark three personal goals on a printed school calendar and count the weeks until each one is due.
- Blwyddyn 8
- Pupils put six steps towards a goal in order on a timeline and give each step a target month, checking the steps fit before a deadline.
- Blwyddyn 9
- Pupils build a two year timeline from Year 9 to Year 11 for their career plan, working out how many weeks each action needs and adjusting dates so they do not clash with exams.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 11, Essential information for assessment decisions, Level 1 and Level 2, page 60; Annexe C, page 120
“with an indication of timescales to develop their own skills and attributes”
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
- The unit is Unit SfW 11 and the unit summary lists it at 20 GLH (Unit summary, page 5), twice the 10 GLH of the WJEC Career creativity unit.
- A unit counts once: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- Evidence can be spoken, written or worksheet based: "no mandatory evidence requirements and centres can select the type of evidence" (page 59), and Entry responses "may be brief and rely heavily on structured worksheets or discussion" (Essential information for assessment decisions, page 59).
- The verbs set the literacy level, and the glossary defines them: Explain means learners "provide details and give reasons and/or evidence to support an opinion, view or argument" (Glossary, Part B, page 111).
- AI must be acknowledged: "If AI is used, the final submission must be in the learner's own words and reflect their own effort" (Requirements relating to permitted/prohibited resources, page 61).
- The unit content is not in the specification; it "can be found in the Teaching and Learning Support document for this unit" (Unit content, page 59).
- Section 5 says "please refer to Section 6 Glossary" (page 11), but the glossary is section 7.
Cysylltiadau â chymwysterau eraill
Compared with the WJEC Career creativity unit, Pearson's version is 20 GLH rather than 10, with one assessment criterion per level built around a single 'dream job', a skills audit and a development plan, while the WJEC unit spreads across three learning outcomes on ways of working, personal strengths and an action plan. Both rest mainly on literacy and have little numeracy. Describing and explaining choices with reasons supports GCSE English Language and Literature, and the audit and plan overlap with the WJEC Skills Suite unit Personal Development Planning; researching and comparing job roles overlaps with WJEC Exploring Career Pathways and Jobs of the Future.
Ffynhonnell: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfW 11: Career creativity.