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Skills for Work: Exploring Career Pathways

Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Pearson.

Exploring career pathways is a Skills for Work unit in which learners research job roles and longer career pathways, compare their own skills, behaviours, attitudes, knowledge and experience with what employers need, and plan their route into a chosen job. 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, and it is assessed internally by the centre. Literacy demand is high: learners read and draw information from several sources, describe or explain what they found, reflect on their strengths and development needs, and write a structured plan. Numeracy is light: goal timescales, with salary and training costs only as examples.

Corff dyfarnu
Pearson
Lefel
Entry Level 1 to Level 2
Oriau dysgu dan arweiniad
20
Addysgu gyntaf
Medi 2027
Faint o waith llythrennedd
Uchel
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 Entry level: learners state simple information about a job they may be interested in (Entry 1), outline information about a chosen job role or career pathway (Entry 2), or identify information from different sources about an occupational pathway and a career pathway (Entry 3), and give the steps or a basic plan for entry to a chosen job role. Evidence is assessed internally by the centre through a centre-devised assignment, which can be based on Pearson's Authorised Assignment Brief, and is quality assured by Pearson standards verification. 20 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each level: learners describe (Level 1) or explain (Level 2) information from a range of sources about different occupational and career pathways, compare their own skills with the entry requirements, and produce a structured plan (Level 1) or a detailed and realistic plan with strategies for progression (Level 2) for entry to a chosen job role. Evidence is assessed internally by the centre and quality assured by Pearson standards verification. 20 guided learning hours.

Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn

  1. Reading and selecting information from several sources

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Entry 3 learners identify information from at least two sources, and Level 1 and Level 2 learners draw on at least three or four sources about at least two occupational pathways and one career pathway. This is required by the assessment criteria.

    Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi

    Paratoi disgyblion

    Blwyddyn 7
    Pupils scan a job profile for the qualifications and main tasks and highlight them in two colours.
    Blwyddyn 8
    Pupils read a job advert and a careers website page about the same job and fill in a table of what each source says.
    Blwyddyn 9
    Pupils research one career pathway from three sources, then write a summary bringing the information together and noting where the sources differ.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit SfW 4, assessment criteria Entry 3 to Level 2, page 26; Essential information for assessment decisions, Entry 3 to Level 2, pages 27 to 28

    “Learners can describe information from at least three sources about at least two occupational pathways”
    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 coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.

    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.

  2. Describing and explaining how own skills match job requirements

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Entry 2 learners outline their skills, behaviours and attitudes, Entry 3 learners compare these with what a pathway needs, and Level 1 and Level 2 learners describe or explain how they compare with the entry requirements. This is required by the assessment guidance.

    Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write three sentences about a skill they have and how it would help in a job they like, using because and so.
    Blwyddyn 8
    Pupils write a paragraph comparing what a chosen job needs with what they can already do, using whereas and however.
    Blwyddyn 9
    Pupils write a structured explanation of how their skills, experience and attitudes compare with two pathways, ending with which suits them better and why.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit SfW 4, Essential information for assessment decisions, Entry 2 to Level 2, pages 27 to 28

    “They will identify and explain how these compare to the requirements for entry”
    Cam cynnydd 3

    • Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.

    • Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.

    Cam cynnydd 4

    • Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.

    • Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.

  3. Reflecting on strengths and development needs

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners use checklists, skills audits and feedback from others to review their skills, behaviours, attitudes, experience and knowledge; Level 1 learners describe and Level 2 learners explain their strengths and development needs. This is required by the assessment guidance at Level 1 and Level 2.

    Llythrennedd: Diben, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Gwrando i ddeall

    Paratoi disgyblion

    Blwyddyn 7
    Pupils complete a skills checklist and tell a partner one thing they are good at and one thing they want to get better at.
    Blwyddyn 8
    Pupils ask two people for feedback on their teamwork, note what they said, and write a short reflection on a strength and a target.
    Blwyddyn 9
    Pupils use a skills audit and peer feedback to write a reflection explaining two strengths and two development needs for a chosen career.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit SfW 4, Essential information for assessment decisions, Entry 3 to Level 2, pages 27 to 28

    “They will explain both their strengths and development needs.”
    Cam cynnydd 3

    • Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.

    • Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.

    Cam cynnydd 4

    • Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.

    • Rwy’n gallu gwrando ar safbwyntiau a syniadau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i lunio fy nghasgliadau fy hun.

  4. Writing a structured plan for entry to a job

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Entry learners state or outline steps for entering a job and Entry 3 learners create a basic plan. Level 1 learners write a structured plan with short and medium term goals and two progression routes, and Level 2 learners write a detailed, realistic plan with long term goals, barriers and strategies. 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 three numbered steps for getting into a job they like, such as choosing GCSEs, getting experience and applying.
    Blwyddyn 8
    Pupils draft a plan with headings for qualifications, experience and skills needed, then redraft it after reading a partner's plan.
    Blwyddyn 9
    Pupils write a career plan with sections for short, medium and long term goals, one barrier and a strategy to overcome it.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit SfW 4, assessment criteria Entry 1 to Level 2, page 26; Essential information for assessment decisions, Level 1 and Level 2, page 28

    “Learners will produce a structured plan for entry to a chosen job outlining the skills”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.

    • Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.

    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 defnyddio paragraffau ac adrannau er mwyn rhoi eglurder i ddarnau ysgrifennu mwy estynedig.

  5. Setting goals over short, medium and long timescales

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Level 1 learners set short and medium term goals and Level 2 learners set short, medium and long term goals linked to skills development and training, and consider how their career might develop over time. This is required by the assessment guidance, though the number work is limited to ordering steps over time.

    Rhifedd: Mesur, Cymhwysedd strategol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils put six career steps on a timeline from Year 9 to age 21 and work out how many years each stage takes.
    Blwyddyn 8
    Pupils use a calendar to set dates for three short term goals this school year, such as finishing a skills audit by half term.
    Blwyddyn 9
    Pupils build a timeline plan with dated short, medium and long term goals for a chosen career and check that the order and timings are realistic.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit SfW 4, Essential information for assessment decisions, Level 1 and Level 2, page 28

    “Their plan will include short- and medium-term goals linked to skills development and training”
    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.

  6. Comparing salaries and training costs

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    Starting salary is given as an example of job information at Entry 1, and cost of training is an example barrier at Level 2, with working part time to raise funds as an example strategy. Pearson maps the unit's numeracy to cost, but these are examples only and no assessment criterion requires calculation.

    Rhifedd: Llythrennedd ariannol, Dehongli data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils compare the starting salaries of three jobs from a careers website and put them in order from lowest to highest.
    Blwyddyn 8
    Pupils work out how many weeks of a part time job at a given hourly rate would pay for a training course fee.
    Blwyddyn 9
    Pupils interpret a chart of average pay by job sector and write a short budget showing how they could fund a course while training.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit SfW 4, Essential information for assessment decisions, Entry 1 and Level 2, pages 27 to 28; Annexe C, SfW 4 Numeracy Links, page 118

    “e.g. cost of training, competition for places, suggesting realistic strategies to overcome these, e.g. working part-time to raise funds”
    Cam cynnydd 3

    • Rwy'n gallu rheoli arian, cymharu costau siopau gwahanol a phenderfynu beth y gellir ei brynu o fewn cyllideb benodol.

    • Rwy'n gallu sylweddoli bod cyllidebu yn bwysig.

    Cam cynnydd 4

    • Rwy'n gallu gwerthfawrogi egwyddorion sylfaenol cyllidebu, cynilo (gan gynnwys deall adlog) a benthyca.

    • Rwy'n gallu dehongli gwybodaeth fathemategol; gan ddod i gasgliadau o graffiau, diagramau a data, gan gynnwys trafod cyfyngiadau data.

Da gwybod

Cysylltiadau â chymwysterau eraill

Reading sources and writing structured plans link to GCSE English Language and Literature, and the planning and self-assessment link to the WJEC Skills Suite units Personal development planning, Jobs of the future and Applying for jobs. Compared with the WJEC Exploring career pathways unit, which is also 20 guided learning hours and ends with learners presenting information about a chosen career, the Pearson unit puts more weight on extended written planning: Level 1 learners set short and medium term goals and progression routes, and Level 2 learners also explain barriers to entry and realistic strategies to overcome them.

Ffynhonnell: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfW 4: Exploring career pathways.