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
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.
Skills that use Vocabulary, spelling, grammar
-
Writing an interview preparation plan and prepared answers
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.
Good to know
- Spoken evidence counts in full. Sources of evidence include "observation records from tutor-led or assessed mock interviews/interview situations" and "question-and-answer records from practice interview sessions" (Sources of evidence, page 9).
- Writing is kept light: "extended written work is not required unless appropriate" and assessors judge the standard, "not spelling or presentation unless specifically assessed" (Sources of evidence, page 9).
- Support depends on the level: Entry 1 learners may need "use of symbols, or assistive technology" and Entry 2 learners may use "scaffolded templates" (specification section 4.2, page 19).
- Where someone other than the teacher observes the mock interview, such as a local employer, "a witness statement must be completed" (specification section 4.3, page 20).
- Unit codes are S659E1, S659E2, S659E3, S659L1 and S659L2, and assessment "should not require any specific resources" (Unit overview, page 3; Resources required for assessment, page 12).
- Prepared answers and reflections must be the learner's own: misuse of AI includes "Copying or paraphrasing whole responses of AI-generated content." (specification section 4.6, page 21).
- Suggested assessment tasks "are not mandatory"; teachers may use them, adapt them or write their own (specification section 4.1, page 18).
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).