Skills for Work: Jobs of the Future
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.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of literacy work
- Medium
- Amount of numeracy work
- Low
How this unit is assessed
- 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.
Skills that use Purpose
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Presenting findings about future jobs
Level 2 learners must research and present examples of emerging jobs, and the overview says learners discuss ideas and present findings using appropriate vocabulary. Presentations can be spoken, recorded or visual, and the Level 2 presentation is assessed.
Literacy: Purpose, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils tell a small group about one future job in a one minute talk, using a picture as a prompt.
- Year 8
- Pupils give a two minute talk on a green job, using the key terms renewable, sustainable and qualification correctly.
- Year 9
- Pupils present two emerging jobs to the class, organising their talk into what the job is, why it is growing and how to get into it, then answer questions.
Show the specification wording and the LNF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criterion L2 2.1, page 6; Curriculum for Wales, page 4; Sources of evidence, pages 9 and 10
“learners discuss ideas, research information, and present findings”
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 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.
Good to know
- 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).
Links with other qualifications
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.
Source: 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).