LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Exploring Career Pathways

Exploring career pathways is a 20 hour Skills for Work unit in which learners find out about jobs, sectors, qualifications and progression routes, reflect on their own interests and skills, and present what they find. It is one unit that learners combine with others into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma. Literacy runs through every learning outcome: reading job profiles, selecting and summarising information, writing or talking about their own strengths, and presenting with correct terminology. Numeracy is light. The overview mentions interpreting labour market data, but no assessment criterion asks for calculation or data handling.

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): Four learning outcomes (types of jobs and sectors, locating and organising basic job information, own interests and skills, presenting information about a chosen career), evidence compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S657E1, S657E2 and S657E3
  • Level 1 and Level 2: Four learning outcomes (jobs, sectors, skills and qualifications, researching and organising career pathway information, reflecting on interests, skills and aspirations, presenting findings about career options), evidence compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S657L1 and S657L2

The literacy and numeracy skills in this qualification

  1. Reading job profiles to find duties, skills and qualifications

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

    Learners read information about jobs and pick out facts, from one fact about a chosen job at Entry 1 to the typical duties, qualifications and key skills at Level 1 and a summary of qualifications, skills and progression routes at Level 2. This reading is required by the assessment criteria for learning outcomes 1 and 2.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short job profile for a chef and highlight three things the chef does in a normal day.
    Year 8
    Pupils scan two job profiles from Careers Wales and fill in a grid with the duties, skills and qualifications for each job.
    Year 9
    Pupils read the full profile for a job they are interested in and write a short summary of the route into it, from GCSE choices to apprenticeship or degree.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcomes 1 and 2, assessment criteria 1.2 and 2.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.2 and 1.3, page 6

    “Summarise the qualifications and skills required for each job.”
    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 research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

  2. Selecting relevant information from reliable sources

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

    Learners use more than one source to research careers, from two sources at Entry 3 to a variety of sources at Level 1 and a range of reliable sources at Level 2, and must identify what is relevant. Choosing and judging sources is required by the assessment criteria for learning outcome 2.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

    Year 7
    Pupils read a leaflet and a web page about the same job and sort facts into two piles, useful and not useful, for a career poster.
    Year 8
    Pupils compare a recruitment advert and an independent careers profile for the same job and discuss which gives a more balanced picture.
    Year 9
    Pupils gather information on one career pathway from three sources, rate each for reliability, and combine the most relevant points into one set of notes.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criterion 2.1, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 6

    “Identify relevant information and organise it clearly.”
    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 use inference and deduction to understand the text, and can consider the reliability of what I read.

    Progression step 4

    • I can evaluate the usefulness and reliability of texts.

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

  3. Summarising findings in a structured format

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

    Learners organise and write up what they find, from a simple format such as a table or list at Entry 3 to clearly organised information at Level 1 and key findings summarised in a structured format at Level 2. The amplification suggests a comparison chart, report, career profile or job matrix.

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

    Getting pupils ready

    Year 7
    Pupils fill in a career profile template with headings for job title, what you do, where you work and skills needed.
    Year 8
    Pupils write a half page report comparing two jobs, using a heading and a short paragraph for duties, training and pay.
    Year 9
    Pupils write a structured career summary with an introduction, sections on qualifications, skills and progression, and a conclusion saying which route suits them best.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criterion 2.2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.2, page 6; amplification of LO2, page 8

    “Summarise key findings in a structured format.”
    Progression step 3

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

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

    Progression step 4

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

    • I can use paragraphs and sections to give coherence to longer pieces of writing.

  4. Reflecting on own interests and strengths and explaining career choices

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

    Learners talk or write about themselves, from selecting something they like doing at Entry 1 to reflecting on their interests, strengths and skills at Level 1 and analysing them against career goals at Level 2. Level 1 learners explain why two careers suit them and Level 2 learners evaluate two pathways using self-assessment and research; all of this is required by the assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils complete an About Me sheet listing three things they enjoy and two things they are good at, and say one job that might match.
    Year 8
    Pupils write a paragraph explaining why two jobs suit their interests, giving one example from school or home for each skill they mention.
    Year 9
    Pupils use the results of a skills audit to write a short evaluation of two career pathways, weighing up what suits them and what they would need to develop.
    Show the specification wording and the LNF statements

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

    “Evaluate choices of at least two career pathways, based on self-assessment and research.”
    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 use summary, discussion of issues, detailed explanations and logic when covering a topic.

  5. Presenting career findings with correct terminology

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

    Learners present information about a chosen career, from showing one piece of information at Entry 1 to presenting clearly with correct terminology at Level 1 and giving a presentation in an appropriate format at Level 2. Presenting is required by the assessment criteria; the amplification lists oral presentations, talks, written reports and slideshows.

    Literacy: Clarity and vocabulary, Purpose

    Getting pupils ready

    Year 7
    Pupils give a one minute talk to their group about a job, using the words duties, skills and qualifications correctly.
    Year 8
    Pupils present a career poster to the class, explaining terms such as apprenticeship, progression and sector as they go.
    Year 9
    Pupils give a three minute presentation on a career pathway to a Year 7 class, adapting their language so younger pupils understand terms such as Level 3 qualification and progression route.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 4, assessment criterion 4.1, page 5; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 and 4.2, page 6; amplification of LO4, page 8

    “Use correct terminology when presenting your findings.”
    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 express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

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

  6. Questioning employers and careers advisers

    Assessed: Taught, but not assessed

    The suggested activities include guest speakers, employer interviews and workplace visits, where learners ask questions and record the answers. Question and answer summaries are listed as possible evidence, but questioning is not itself an assessment criterion.

    Literacy: Questioning, Listening to understand, Listening as part of collaborative talk

    Getting pupils ready

    Year 7
    Pupils prepare two questions for a visiting parent about their job and note the answers on a simple sheet.
    Year 8
    Pupils listen to a guest speaker, take notes under headings, and ask one follow up question that builds on something the speaker said.
    Year 9
    Pupils plan and carry out a short interview with a local employer about jobs in the area, then write a summary of the main points.
    Show the specification wording and the LNF statements

    Where it is in the specification: Suggested activities, pages 8 and 9; Possible sources of evidence, page 9; Experiences, page 10

    “interview an employer, careers adviser, or tutor about local labour market opportunities”
    Progression step 3

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    • I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.

    Progression step 4

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

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

  7. Reading labour market and pay information

    Assessed: Taught, but not assessed

    The unit overview says learners interpret labour market and career related data, and Careers Wales job profiles include pay and future demand. No assessment criterion requires calculation or data handling, so this is light, optional numeracy at any level.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read the starting and experienced pay for three jobs from job profiles and order them from lowest to highest.
    Year 8
    Pupils read a bar chart of job vacancies by sector in their region and say which sector has the most openings.
    Year 9
    Pupils interpret a Future Jobs Wales graph of expected growth by industry and discuss what it suggests, and what it cannot tell them, about their own career choice.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit overview, integral and cross-curricular skills, page 4; Resources available to support delivery, page 11

    “interpreting labour market and career-related data”
    Progression step 3

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

Good to know

Links with other qualifications

The pack names VCSE Retail and Customer Service as a possible link, since that qualification also looks at job roles and progression in a sector. Within the Skills Suite, the pack suggests delivering this unit alongside Personal development planning, Jobs of the future, Applying for jobs, Interview and confidence techniques, Work experience, Career creativity, Rights and responsibilities in the workplace, Understanding the changing labour market and Working in Wales.

Source: WJEC Exploring career pathways 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).