LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Career Creativity

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.

Awarding body
Pearson
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of literacy work
Medium
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: 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.

The literacy and numeracy skills in this qualification

  1. Explaining why a dream job suits you

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

    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.

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

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

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

    • 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.

  2. Comparing own skills with what a job needs

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

    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.

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

    Getting pupils ready

    Year 7
    Pupils read a short job profile, highlight the skills it asks for, and tick the ones they already show in school.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

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

    Progression step 4

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

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

  3. Writing a development plan

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

    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.

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

    Getting pupils ready

    Year 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.
    Year 8
    Pupils write an action plan with headings for the skill, the action, who can help and how they will know it worked.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can explore different ways to plan, draft and present my work appropriately.

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    Progression step 4

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

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

  4. Researching and comparing job roles and responsibilities

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

    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.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils scan two job profiles to find the working hours and main duties of each and copy them into a table.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    Progression step 4

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

  5. Discussing skills and attributes for a career

    Assessed: Taught, but not assessed

    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.

    Literacy: Collaborative talk, Listening as part of collaborative talk

    Getting pupils ready

    Year 7
    Pupils discuss in pairs which skills a firefighter needs and each give one example of when they have shown one of those skills.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

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

    Progression step 4

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

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

  6. Setting timescales in a development plan

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

    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.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils mark three personal goals on a printed school calendar and count the weeks until each one is due.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    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

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.

Source: 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.