Skills for Work: Jobs of the Future
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Jobs of the future 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 look at how technology, climate action and other changes are reshaping work, find examples of emerging jobs, identify the skills and qualifications they need, and plan how to improve their own employability. Literacy demand is medium: learners research and present, explain and at Level 2 evaluate trends, and write an action or development plan. Numeracy demand is low, limited to a suggested activity interpreting labour market data.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Pecyn uned
- Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (the job market is changing, jobs that may exist in the future, skills and qualifications for future jobs, improving opportunities for future work), 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 S660E1, S660E2 and S660E3.
- Level 1 and Level 2: Four learning outcomes (how and why the job market is changing, exploring future jobs and industries, skills, qualifications and personal qualities for future jobs, developing own employability through study and training), 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 S660L1 and S660L2.
Sgiliau sy'n defnyddio Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
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Explaining and evaluating how trends affect jobs
At Entry 2 and Entry 3 learners say or suggest how changes may affect jobs, at Level 1 they explain how changes may affect employment opportunities, and at Level 2 they evaluate the impact of global and local trends on employment and career paths. Suggested activities include analysing a short article or video about automation, AI or green technologies; the explanations are assessed.
Llythrennedd: Deall, ymateb a dadansoddi, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils watch a short clip about self checkout tills and say one way it changes the job of a shop worker.
- Blwyddyn 8
- Pupils read an article about electric cars, sort its statements into facts and predictions, and write a paragraph on how it could change jobs in garages.
- Blwyddyn 9
- Pupils write a short explanation of how automation affects one local industry, giving a job that is growing, one that is shrinking and a judgement about which effect is bigger.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 1, assessment criteria 1.1 and 1.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.2, page 6; suggested activities, page 9
“Evaluate the impact of these trends on employment”
Cam cynnydd 3
Rwy'n gallu gwahaniaethu rhwng ffeithiau, damcaniaethau a barn.
Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.
Cam cynnydd 4
Rwy'n gallu gwahaniaethu rhwng ffeithiau/tystiolaeth a rhagfarn/dadleuon.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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Writing a personal action or development plan
Learners give actions to prepare for future work at Entry Level, create a simple personal action plan at Level 1, and at Level 2 create a detailed personal development plan and evaluate how their actions and qualifications will help. The plan is assessed; Entry learners can use pictures or symbols.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three goals for the next term on a template, each with one thing they will do to reach it.
- Blwyddyn 8
- Pupils write an action plan for a job they are interested in, with headings for skills, qualifications and experience and a step under each.
- Blwyddyn 9
- Pupils write a development plan linking a future job to GCSE, college or apprenticeship routes, with dated steps and a short paragraph on why each step will help.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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
“Create a simple personal action plan to support”
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 ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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 trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
Da gwybod
- Evidence does not have to be written: "While evidence may be verbal, written, practical, or visual, extended written work is not required unless appropriate." (Sources of evidence, page 9).
- 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). A suggested Entry activity is an action plan "using pictures or symbols" (Suggested activities, page 9).
- Unit codes are S660E1, S660E2, S660E3, S660L1 and S660L2, and assessment "should not require any specific resources" (Unit overview, page 3; Resources required for assessment, page 11).
- Research write ups must be in learners' own words: AI misuse includes "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work, analysis, evaluation or calculations." (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).
Cysylltiadau â chymwysterau eraill
The pack names GCSE Digital Technology and VCSE Engineering as linked WJEC qualifications, both of which give the technical context for jobs such as robotics technicians and renewable energy roles; it also names Computer Science AS/A Level as a later link. The literacy here, researching, presenting findings and explaining trends, is general rather than tied to one GCSE. In the Skills for Work suite it sits with Exploring career pathways, Understanding the changing labour market, Applying for jobs, Interview and confidence techniques, Work experience, Career creativity, Rights and responsibilities in the workplace and Working in Wales; Understanding the changing labour market is where labour market data is likely to carry more of the numeracy.
Ffynhonnell: WJEC Jobs of the future 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).