Skills for Work: Overcoming Barriers
Overcoming barriers is an Entry 1 to Level 2 Skills for Work unit in which learners explore barriers at work, communicate choices, preferences and points of view, and practise strategies to challenge others constructively and build resilience. It is one 10 hour unit that learners combine with other 10 or 20 hour units into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma. Literacy is mostly spoken: describing barriers, giving a point of view with suitable language and tone, listening to other views, challenging respectfully and reflecting on outcomes. Numeracy is light and sits only in managing time, tasks and priorities, which no criterion assesses.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 10
- 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): Three learning outcomes (barriers in a work context, choices, preferences and points of view, and simple strategies to respond to barriers), each with separate Entry 1, Entry 2 and Entry 3 assessment criteria. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 10 guided learning hours.
- Level 1 and Level 2: Three learning outcomes (barriers to participation and progression, choices, preferences and points of view, and strategies to challenge others and overcome barriers), each with separate Level 1 and Level 2 assessment criteria. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 10 guided learning hours.
Skills that use Planning and organising for different purposes, audiences and context
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Describing and explaining barriers and their impact
Learners point out one barrier at Entry 1, describe the possible impact of three barriers at Entry 3, explain how barriers may affect work performance at Level 1 and analyse and evaluate a range of barriers at Level 2. The amplification suggests drawing on case studies. These are assessment criteria, and evidence may be spoken or written.
Literacy: Planning and organising for different purposes, audiences and context, Understanding, response and analysis
Getting pupils ready
- Year 7
- Pupils read three short stories about young people starting a part time job and underline the problem each one meets, then say how it made the job harder.
- Year 8
- Pupils read a case study about a new apprentice who is often late and write a paragraph explaining two causes and two effects on the team.
- Year 9
- Pupils compare two case studies of workplace barriers, one personal and one organisational, and write a short report judging which has the bigger impact on the worker and on others.
Show the specification wording and the LNF statements
Where it is in the specification: 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; amplification of LO1, pages 7 and 8
“Explain how these barriers may impact work performance”
Progression step 3
I can write a comprehensive account of a topic, theme or viewpoint.
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 summary, discussion of issues, detailed explanations and logic when covering a topic.
I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.
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Reflecting on how a barrier was handled
At Entry 3 learners describe how one strategy is effective, and at Level 2 they must show resilience by managing barriers and reflecting on outcomes. Reflective journaling and short reflective accounts are suggested ways to show this, but the pack says extended written work is not required unless appropriate.
Literacy: Planning and organising for different purposes, audiences and context, Purpose
Getting pupils ready
- Year 7
- Pupils write three sentences about a time a task went wrong in class: what happened, how they felt and what they did next.
- Year 8
- Pupils keep a short log during a group project, noting one problem each week, the strategy they tried and whether it worked.
- Year 9
- Pupils write a reflective account of a challenge on a practical task, explaining what worked, what did not and what they would do differently next time.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 3, assessment criterion E3 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criterion L2 3.2, page 6; suggested activities and sources of evidence, page 10
“Demonstrate resilience by managing barriers in a work context and reflecting on outcomes”
Progression step 3
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.
Good to know
- The unit codes are S661E1, S661E2, S661E3, S661L1 and S661L2, one for each level, and the unit is 10 guided learning hours: "GLH 10" (Unit overview, page 3).
- Spoken evidence counts and long writing is not expected: "extended written work is not required unless appropriate" and judgements should not focus on "spelling or presentation unless specifically assessed" (Sources of evidence, page 10).
- Evidence can include "audio or video recordings of role play or discussions" and "question-and-answer records (oral or written)" (Sources of evidence, page 10), and Entry 1 learners may need "use of symbols, or assistive technology" (specification Section 4.2, page 19).
- Support depends on level: Entry 2 learners "may require prompts, guided questioning or scaffolded templates" (specification Section 4.2, page 19).
- AI use is allowed only when acknowledged: "When properly referenced, this can be acceptable", but misuse includes "Failing to acknowledge use of AI tools when they have been used as a source of information." (specification Section 4.6, page 21).
- Suggested assessment tasks "are not mandatory". Teachers "may choose to use these suggestions, adapt them, or develop their own alternatives" (specification Section 4.1, page 18).
- Appendix A of the specification (page 29) ticks Numeracy, Digital Competence and Planning and organisation for this unit but not Literacy, even though the pack says learners "practise Literacy through discussion, role play and reflection" (Curriculum for Wales, page 4).
Links with other qualifications
The pack names GCSE Social Studies as a linked WJEC qualification (it also names Sociology AS/A Level, which is not on this page). Within the Skills Suite it lists Personal development planning, Interview and confidence techniques, Rights and responsibilities in the workplace, Fairness and inclusion in the workplace, Building a growth mindset, Wellbeing and work, Customer service, Teamwork, Understanding self and others, Equality, diversity and inclusion and Community participation as closely related units. Interview and confidence techniques shares speaking with suitable language and tone, Teamwork shares listening and communicating effectively with others, and Personal development planning shares written reflection and action planning.
Source: WJEC Overcoming barriers 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).