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
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.
Skills that use Vocabulary, spelling, grammar
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Describing and comparing jobs and ways of working
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.
Good to know
- Unit codes are S654E1, S654E2, S654E3, S654L1 and S654L2, and the unit is 10 GLH in the Skills for Work suite (Unit overview, page 3).
- Plural criteria mean at least two: "If not specified, then a plural reference within assessment criterion refers to a minimum of two." (pages 5 and 6).
- Evidence may be "verbal, written, practical, or visual", extended written work "is not required unless appropriate", and judgements should not focus on "spelling or presentation unless specifically assessed" (Sources of evidence, page 9).
- Reflections can be spoken: the pack lists "written or audio recorded reflections" and "short presentations or verbal explanations (live or recorded)" as evidence (page 9), and the specification accepts "video/audio recordings" (Section 4.1, page 18).
- Suggested assessment tasks "are not mandatory"; teachers may use, adapt or replace them (Section 4.1, page 18).
- AI misuse is malpractice, including "Copying or paraphrasing whole responses of AI-generated content." (Section 4.6, page 21). Reflections and plans must be the learner's own.
- "Assessment of this unit should not require any specific resources." (Resources required for assessment, page 11).
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).