LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Interview and Confidence Techniques

Interview and confidence techniques is a 20 hour Skills for Work unit, from Entry 1 to Level 2, that learners combine with other units into a Skills for Work or Skills for Life and Work Award, Certificate or Diploma. Learners find out what interviews are for, plan and prepare for one, practise answering questions and show confident presentation in a mock interview. Literacy demand is high because the unit is mostly speaking and listening: answering questions clearly, using the STAR technique at Level 2, reading job descriptions, writing a preparation plan and reflecting on performance. Numeracy demand is low, limited to planning times, dates and the journey to an interview.

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 (the purpose of an interview, ways to prepare, responses to interview questions, positive personal presentation and confidence), each with 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, unit codes S659E1, S659E2 and S659E3.
  • Level 1 and Level 2: Four learning outcomes (interview requirements and employer expectations, planning and preparing, strategies for answering questions, confident presentation and communication), each with 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, unit codes S659L1 and S659L2.

The literacy and numeracy skills in this qualification

  1. Reading job descriptions to find interview requirements

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

    At Level 1 learners describe the interview requirements for a specific role and identify employer expectations, and at Level 2 they analyse those requirements. Suggested activities have learners analyse job descriptions for this, and the overview names interpreting job descriptions as a literacy skill; the criteria are assessed, the job description is the usual source.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short advert for a Saturday job and highlight what the employer wants in one colour and what the job involves in another.
    Year 8
    Pupils scan two job descriptions for the essential and desirable skills and copy them into a two column table.
    Year 9
    Pupils annotate a full apprenticeship job description, pick out the three requirements an interviewer is most likely to ask about, and explain their choice to a partner.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.2, page 6; suggested activities, page 9; Integral and cross-curricular skills, page 4

    “analysing job descriptions to identify interview requirements”
    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 read closely, follow up and use additional material in texts to extend my understanding.

  2. Answering interview questions with structured, relevant answers

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

    Learners answer interview questions out loud: one question with support at Entry 1, three common questions with examples at Entry 3, structured answers at Level 1, and at Level 2 the STAR technique with answers adapted to different types of question. This is the core of learning outcome 3 and is assessed at every level.

    Literacy: Purpose, Clarity and vocabulary, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils answer "What are you good at?" in two or three sentences to a partner, giving one example from school or home.
    Year 8
    Pupils plan and give a spoken answer to "Tell me about a time you worked in a team" using a Situation, Task, Action, Result frame.
    Year 9
    Pupils answer three different types of question in a mock panel, a personal one, a competency one using STAR and a scenario one, changing the length and detail of each answer to suit the question.
    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; amplification of learning outcome 3, page 8

    “Apply advanced interview strategies (e.g. STAR”
    Progression step 3

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

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

    Progression step 4

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

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

    Progression step 5

    • I can respond confidently to how listeners react, adapting my language in a wide range of contexts and for different purposes.

  3. Listening to questions and responding appropriately

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

    At Level 1 learners must demonstrate listening skills and appropriate verbal responses, and the amplification at every level includes listening to questions and responding appropriately. At Entry 1 learners show whether a response is appropriate, so careful listening runs through the whole unit and is assessed.

    Literacy: Listening for meaning, Listening as part of collaborative talk, Listening to understand

    Getting pupils ready

    Year 7
    Pupils listen to a question read aloud, repeat back what it is asking in their own words, then answer it.
    Year 8
    Pupils listen to recorded interview answers and decide which ones actually answered the question and which drifted off topic.
    Year 9
    Pupils take part in a mock interview where the interviewer asks follow up questions, and must listen for what the follow up wants and answer that rather than repeating their first answer.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criterion E1 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criterion L1 3.2, page 6; amplification of learning outcome 3, page 8

    “listening to questions and responding appropriately”
    Progression step 3

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

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    Progression step 4

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

    • I can listen to and consider the relevance and significance of information and ideas presented to me.

  4. Speaking with confidence, clarity and appropriate body language

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

    Learners show positive personal presentation and confidence: one positive behaviour at Entry 1, confident behaviour in a practice interview at Entry 3, appropriate presentation and body language at Level 1, and confident, professional communication at Level 2. The amplification lists clarity, tone and pace, eye contact and posture, and this is assessed.

    Literacy: Clarity and vocabulary, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils introduce themselves to a visitor with a greeting, eye contact and a clear voice, then swap and give each other one tip.
    Year 8
    Pupils practise answering a question three times, changing pace and tone each time, and the class votes on which version sounded most confident.
    Year 9
    Pupils take part in a mock interview with an adult they do not know, using formal greetings, a steady pace and open body language throughout.
    Show the specification wording and the LNF statements

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

    “verbal communication skills (clarity, tone, pace)”
    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 convey meaning convincingly in a range of contexts so that the audience is fully engaged.

    Progression step 5

    • I can speak fluently and confidently, using a range of techniques, expressions and gestures.

  5. Writing an interview preparation plan and prepared answers

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

    At Level 1 learners create a simple interview preparation plan and identify their own strengths for the role, and at Level 2 they develop a detailed plan and evaluate their skills and experience against the criteria. The amplification adds planning responses to likely questions, so the plan is assessed and is usually written.

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

    Getting pupils ready

    Year 7
    Pupils fill in a simple checklist for a pretend interview: where, when, what to wear and what to bring.
    Year 8
    Pupils write a half page plan for a school council interview with headings for research, documents, clothes and three questions they expect.
    Year 9
    Pupils write a full preparation plan for a work experience interview, matching each of their strengths to a line in the job description and drafting a short answer for each likely question.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 6; amplification of learning outcome 2, page 8

    “Create a simple interview preparation plan.”
    Progression step 3

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

    • 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 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 select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

  6. Reflecting on and evaluating interview performance

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

    At Entry 3 learners reflect on their own strengths and areas for improvement in interview performance, and at Level 2 they evaluate their own performance, identifying strengths and areas for development. Reflection can be written, spoken or recorded, and it is assessed.

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

    Getting pupils ready

    Year 7
    Pupils say one thing that went well and one thing to change after giving a short talk to the class.
    Year 8
    Pupils write a short reflection after a practice interview using sentence starters about their answers, voice and body language.
    Year 9
    Pupils compare their own notes with peer and teacher feedback on a mock interview and write a paragraph setting out two strengths, two targets and how they will practise them.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 4, assessment criterion E3 4.2, page 5; Level 1 and Level 2, learning outcome 4, assessment criterion L2 4.2, page 6; suggested activities, page 9

    “Evaluate own interview performance, identifying”
    Progression step 3

    • I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken communication, including in formal situations.

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

    Progression step 4

    • I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken communication, including in formal situations.

    Progression step 5

    • I can reflect critically on my language use and consider the effects of my spoken communication objectively.

  7. Planning times, dates and the journey to an interview

    Assessed: Taught, but not assessed

    The amplification for Entry Level includes finding out where the interview is and its time and date, and personal preparation covers punctuality. The overview says numeracy may be developed by managing schedules and timings; no criterion requires a calculation, so this is taught, not assessed, and numeracy in the unit is light.

    Numeracy: Measurement

    Getting pupils ready

    Year 7
    Pupils read a calendar and a clock to work out how many days and hours are left before a pretend interview.
    Year 8
    Pupils use a bus timetable to choose a bus that gets them to a 10:00 interview with 15 minutes to spare.
    Year 9
    Pupils plan a full interview day using a train timetable and a walking time from a map, then work backwards to set an alarm time with a buffer for delays.
    Show the specification wording and the LNF statements

    Where it is in the specification: Amplification of learning outcome 2, page 8; Integral and cross-curricular skills, page 4

    “Numeracy may be developed where learners manage schedules, timings and organisation for interviews”
    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.

    • I can estimate how long a journey takes.

    Progression step 4

    • I can use timetables and time zones to calculate travel time.

Good to know

Links with other qualifications

The pack names GCSE English Language and Literature, whose spoken language work on formal talk, listening and responding matches the interview practice here, and VCSE Public Services, where selection interviews are part of the vocational context. Within the Skills for Work suite it names Personal development planning, Exploring career pathways, Jobs of the future and Applying for jobs; Applying for jobs carries most of the written application work, so pairing the two units covers reading a job description, writing to apply and then speaking at interview. Numeracy links are slight, limited to planning times and travel.

Source: WJEC Interview and confidence techniques 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).