LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Customer Service

Customer service is a 20 hour Skills for Work unit, from Entry 1 to Level 2, about good customer service, its benefits to a business, communicating with customers and teamwork. It is one unit that learners combine with other 10 or 20 hour units into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma. Literacy is the heart of the unit: learners explain and discuss customer service, show verbal and non-verbal communication in role play, adapt their style to different customers, handle complaints at Level 2 and read case studies. Numeracy demand is low, as no criterion asks for any calculation or data.

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
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 (know what good customer service is, communicate with customers, work as part of a team to provide customer service), with separate assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: Three learning outcomes (understand how to deliver excellent customer service, communicate effectively with customers in various scenarios including complaints, understand the importance of teamwork), with separate assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Explaining what good customer service is and why it matters

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

    Learners move from pointing out examples at Entry 1 and describing good customer service at Entry 3 to explaining excellent service with two examples at Level 1, and discussing the consequences of poor service and comparing two skills at Level 2. These are required by the assessment criteria and can be evidenced in writing or orally.

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

    Getting pupils ready

    Year 7
    Pupils watch two short clips of a shop assistant helping a customer and write two sentences on which one shows good service, using the words polite and helpful.
    Year 8
    Pupils write a paragraph explaining two ways good service makes customers come back to a cafe, using a because and so writing frame.
    Year 9
    Pupils write a short explanation of what could happen to a business that gives poor service, covering reputation, reviews and lost customers, and compare two skills staff need.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 1, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 to 1.3, page 7

    “Discuss two potential consequences to a business if they do not deliver excellent customer service”
    Progression step 3

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

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

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

    Progression step 4

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

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

  2. Using verbal and non-verbal communication with customers

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

    Learners recognise effective and ineffective communication at Entry 1 and Entry 2, demonstrate it at Entry 3, give examples of verbal and non-verbal communication at Level 1, and at Level 2 demonstrate communication skills including handling a customer complaint. Demonstrations are required by the assessment criteria and are usually observed in role play.

    Literacy: Clarity and vocabulary, Collaborative talk, Purpose

    Getting pupils ready

    Year 7
    Pupils sort photo cards of body language, such as smiling, eye contact and frowning, into welcoming and unwelcoming, then greet a partner playing a customer.
    Year 8
    Pupils role play a customer returning a broken item, practising a calm tone of voice, positive words and nodding to show they are listening.
    Year 9
    Pupils role play handling an angry customer's complaint at a sports centre desk, staying polite and using empathy, then get feedback from an observer on their tone and language.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 7; Amplification of LO2, page 11

    “Demonstrate two examples of communication skills when engaging with customers, including handling customer complaints”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I have experienced speaking with different people in a variety of authentic contexts.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

    • I have experienced speaking with different people in a variety of authentic contexts.

  3. Adapting communication style to different customers

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

    At Level 1 learners explain why they would change their customer service style depending on the customer, and at Level 2 they analyse why this matters. The amplification gives examples such as a customer whose first language is not English or a customer who cannot hear very well. The explanation and analysis are required by the assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils explain the way to the school hall twice, once to a new Year 7 pupil and once to a visiting parent, and say what they changed.
    Year 8
    Pupils in small groups plan how a shop assistant should speak to a young child, an older customer and someone hard of hearing, and act out one of them.
    Year 9
    Pupils write a short analysis of why a hotel receptionist adapts their language, speed and body language for a guest whose first language is not English.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criterion 2.3, page 7; Amplification of LO2, page 11

    “Explain why you would have to change your customer service style depending on the customer”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

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

  4. Listening and questioning to find out what a customer needs

    Assessed: Taught, but not assessed

    The amplification says Level 1 and Level 2 learners should know how to identify customer needs through questioning, listening and reading body language, and that poor communication includes not listening and talking over the customer. This content is taught to support the communication demonstrations, but listening and questioning are not named in the assessment criteria themselves.

    Literacy: Listening for meaning, Questioning, Listening to understand

    Getting pupils ready

    Year 7
    Pupils listen to a partner describe what they want for lunch and repeat it back accurately before choosing from a menu.
    Year 8
    Pupils practise open questions as a shoe shop assistant, such as what will you use them for, and note the customer's answers.
    Year 9
    Pupils listen to a recorded customer phone call, note what the customer actually needs, including what is implied, and suggest the best questions to ask next.
    Show the specification wording and the LNF statements

    Where it is in the specification: Amplification of LO2, pages 10 and 11

    “how to identify customer needs through questioning skills, listening skills and understanding body language”
    Progression step 3

    • I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

    Progression step 4

    • I can understand and analyse general meaning and implied ideas.

    • I can use different techniques to help me remember, record and respond to what I hear.

  5. Evaluating experiences and discussing 'the customer is always right'

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

    At Level 2 learners evaluate times when they have received good and bad customer service, and discuss the idea that the customer is always right, including when further help or support should be sought. Both are required at Level 2, and suggested role plays can stretch learners to identify unacceptable customer behaviour.

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

    Getting pupils ready

    Year 7
    Pupils tell a partner about a time they were served in a shop or cafe and say one thing that was good and one thing that could have been better.
    Year 8
    Pupils write a short review of a real visit to a shop or attraction, giving reasons for their opinion of the service.
    Year 9
    Pupils debate whether the customer is always right, using examples of rude or unsafe customer behaviour, and respond to the other side's points.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, assessment criteria L2 1.4 and L2 2.4, page 7; Amplification of LO2, page 11

    “Evaluate times when you have received good and bad customer service”
    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 ask and answer questions, building on and developing the ideas of others in group discussions.

    Progression step 4

    • I can sustain a convincing point of view, anticipating and responding to other perspectives.

    • 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.

  6. Explaining how teamwork supports customer service

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

    Learners point out strong teamwork at Entry 1, describe a time they worked in a team at Entry 3, explain why teamwork matters at Level 1, and at Level 2 discuss how teamwork contributes and identify two team roles and how each contributes. These are required by the assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils describe in a few sentences a time they worked in a team in PE or a class project and what their job was.
    Year 8
    Pupils look at a picture of a busy shop and discuss in groups how the cashier, shelf stacker and manager help each other serve customers.
    Year 9
    Pupils write a short report on two roles in a cinema or leisure centre team, such as front-line staff and a supervisor, and how each helps give excellent service.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, page 6; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 to 3.3, page 8; Amplification of LO3, pages 11 and 12

    “Discuss how teamwork contributes to the delivery of excellent customer service”
    Progression step 3

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

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

    Progression step 4

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

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

  7. Reading customer service case studies and scenarios

    Assessed: Taught, but not assessed

    The unit overview says learners use their reading skills on case studies and scenarios, and annotated case studies and scenarios are listed as possible evidence. This reading is taught to support the criteria at every level rather than assessed as reading in its own right.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short scenario about a customer in a shop and highlight what the assistant did well in one colour and badly in another.
    Year 8
    Pupils skim a one page case study about a cafe that lost customers and pick out the three main reasons, writing them as bullet points.
    Year 9
    Pupils annotate a case study about a company's complaint handling, summarising the causes and consequences of the problem and what the business changed.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit overview, Integral and cross curricular skills, page 4; Sources of evidence, page 13

    “will use their reading skills when reading case studies and scenarios”
    Progression step 3

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

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

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

Good to know

Links with other qualifications

Customer service builds the speaking, listening and explaining skills of GCSE English Language and Literature in a work setting, and links closely with VCSE Retail and Customer Service and Foundation Retail and Customer Service, where communicating with customers and handling complaints are covered in more depth. VCSE Hospitality and Catering, VCSE Travel and Tourism and VCSE Sport and Leisure also involve serving customers, and GCSE Business covers why reputation and customer loyalty matter. Role play links with GCSE Drama. The pack names Fairness and inclusion in the workplace, Rights and responsibilities in the workplace, Understanding the changing labour market, Working in Wales and Wellbeing and work as closely related Skills Suite units, and Teamwork links through LO3.

Source: WJEC Customer service 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).