LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Career Creativity

Career creativity is a Skills for Work unit in which learners explore jobs and ways of working, including freelance, portfolio and self-employed work, recognise their own strengths and interests, and plan steps towards a future job or opportunity. It is one 10 hour unit that learners combine with others into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy carries the unit: describing, comparing and evaluating ways of working, talking and writing about personal strengths and aspirations, and writing a career action plan. Numeracy is light, limited to timescales for goals and understanding work patterns.

Awarding body
WJEC
Level
Entry Level 1 to Level 2
Guided learning hours
10
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Three learning outcomes with assessment criteria at Entry 1, Entry 2 and Entry 3 (unit codes S654E1, S654E2, S654E3). Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 10 guided learning hours.
  • Level 1 and Level 2: Three learning outcomes with assessment criteria at Level 1 and Level 2 (unit codes S654L1, S654L2). Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 10 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Describing and comparing jobs and ways of working

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

    Entry learners point out, give and describe jobs and compare two ways of working, Level 1 learners describe career pathways and non-traditional ways of working, and Level 2 learners analyse creative pathways and evaluate the benefits and challenges of different ways of working. Evidence can be spoken or written.

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

    Getting pupils ready

    Year 7
    Pupils write three sentences describing a job they know, saying where the work happens and what the person does.
    Year 8
    Pupils write a paragraph comparing full-time and freelance work, using words such as whereas and however.
    Year 9
    Pupils write a balanced piece on the benefits and challenges of a portfolio career, ending with their own judgement.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 1, assessment criteria E3 1.1 and E3 1.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria L1 1.1, L2 1.1 and L2 1.2, page 6

    “Evaluate the benefits and challenges of different ways of working”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

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

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

  2. Talking and writing about personal strengths and aspirations

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

    Entry learners point out and describe personal interests or strengths and link them to a job idea, Level 1 learners identify skills, interests and aspirations and explain how they influence career ideas, and Level 2 learners analyse them and identify career goals through self-analysis. Reflections can be written or audio recorded.

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

    Getting pupils ready

    Year 7
    Pupils tell a partner two things they are good at and one job that might use them.
    Year 8
    Pupils write a short reflection on a skills audit, explaining which strength surprised them and why.
    Year 9
    Pupils write a personal statement style paragraph analysing their skills, interests and values and explaining the career goal they lead to.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criteria E1 2.1 to E3 2.2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria L1 2.1, L1 2.2, L2 2.1 and L2 2.2, page 6; Sources of evidence, page 9

    “Identify chosen career goals using self-analysis”
    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 write about my thoughts, feelings and opinions, showing empathy and respect.

    Progression step 4

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

    • I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

  3. Writing a career action plan

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

    Entry 3 learners suggest steps towards a future job, Level 1 learners create a simple career action plan and identify the support or resources they need, and Level 2 learners develop a realistic and structured career plan and identify barriers and how to overcome them. All of this is required by the assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils complete a visual planner with one goal and three small steps towards it.
    Year 8
    Pupils write an action plan table with goals, actions, the help they need and a target date for each.
    Year 9
    Pupils write a structured career plan with headed sections for goals, steps, support and barriers, explaining how they will overcome each barrier.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criterion E3 3.1, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria L1 3.1, L1 3.2, L2 3.1 and L2 3.2, page 6

    “Develop a realistic and structured career plan”
    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. Listening to and questioning people about their careers

    Assessed: Taught, but not assessed

    The experiences section suggests a talk, workshop or question and answer session with an employer, freelancer or self-employed practitioner, after which learners reflect on how the person created or accessed their job. Guest speakers and group discussions appear in the suggested activities, so this is taught rather than assessed.

    Literacy: Listening to understand, Questioning

    Getting pupils ready

    Year 7
    Pupils listen to a visiting parent talk about their job and note three facts about what they do.
    Year 8
    Pupils prepare two questions for a guest speaker about how they got their job and summarise the answers afterwards.
    Year 9
    Pupils interview a self-employed person, take notes and write a short account of how that person created their own opportunity.
    Show the specification wording and the LNF statements

    Where it is in the specification: Experiences, page 10; Suggested activities, page 9

    “Learners engage with an employer, freelancer or self-employed practitioner through a talk, workshop or Q&A session”
    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 use different techniques to help me remember, record and respond to what I hear.

  5. Reading job profiles and career case studies

    Assessed: Taught, but not assessed

    Suggested Level 1 and Level 2 activities include analysing case studies of people who created their own career opportunities and researching creative and non-traditional pathways, using resources such as Careers Wales job profiles. Reading supports the criteria on describing pathways but is not assessed on its own.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short job profile and highlight what the job involves and how to get into it.
    Year 8
    Pupils read two case studies of people who turned a hobby into paid work and list what they did the same and differently.
    Year 9
    Pupils research a creative career from several sources and summarise the pathways, pay and future demand in a one page fact file.
    Show the specification wording and the LNF statements

    Where it is in the specification: Suggested activities, page 9; Resources available to support delivery, page 10

    “analyse case studies of individuals who have created their own career opportunities”
    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.

  6. Timescales for career goals and work patterns

    Assessed: Taught, but not assessed

    The unit overview says numeracy is developed where planning involves timelines, goal setting or understanding work patterns, and the amplification asks Level 1 and Level 2 learners to identify short and medium term goals. A structured career plan at Level 2 will normally carry dates and timescales, but numeracy demand is low and no criterion requires calculation.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils mark the dates of options evenings, taster days and exams on a calendar and count the weeks between them.
    Year 8
    Pupils compare a full-time and a part-time work pattern by working out the weekly hours from a shift rota.
    Year 9
    Pupils draw a timeline for a two year career goal, ordering the steps and setting realistic dates for each one.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit overview, Curriculum for Wales, page 3; Amplification of LO1 and LO3, pages 7 and 8; Level 1 and Level 2, assessment criterion L2 3.1, page 6

    “Numeracy skills where planning involves timelines, goal setting or understanding work patterns”
    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.

    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

The pack names Building a growth mindset, Enterprise venture, Exploring career pathways, Jobs of the future, Personal development planning, Understanding the changing labour market and Working in Wales as closely related Skills Suite units, and points to GCSE Art and Design and the VCSE in Creative and Media Production and Technology for creative careers. Describing, comparing and evaluating ways of working, and reflective writing about strengths and goals, support GCSE English Language and Literature, and self-employment links with GCSE Business.

Source: WJEC Career creativity 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).