Skills for Work: Rights and Responsibilities in the Workplace
Rights and Responsibilities in the Workplace is an Agored Cymru Skills for Work unit in which learners learn the legal responsibilities of employers, employee rights and responsibilities, and how to support others and challenge employers and peers when rights are not being met. It is a 20 hour unit at each of Entry 1, Entry 2, Entry 3, Level 1 and Level 2, combined with other units into an Agored Cymru Skills for Work or Skills for Life and Work Award, Certificate or Diploma, and assessed internally through a centre-devised task that follows the mandatory Summative Assessment Package. Literacy demand is medium. Learners list, give examples of, outline and then describe rights and responsibilities with workplace vocabulary, speak in role to challenge an employer and a peer, and state or reflect on how well that worked, all in one supervised sitting with no redrafting. Numeracy demand is low. The minimum wage, equal pay and punctuality are examples in the amplification and the unit's numeracy mapping, but no criterion asks for a calculation.
- Awarding body
- Agored Cymru
- 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
- Specification
- Open the specification
How this unit is assessed
- Level 2 (Unit ID CDS079, Unit Code HE62CY012) and Level 1 (Unit ID CDS080, Unit Code HE61CY009): Two learning outcomes. Level 2 learners describe at least three legal responsibilities of employers, two employer expectations for presentation, punctuality and behaviour, four employee rights and three employee responsibilities (to employers, peers and themselves), then describe three ways to support others, identify three actions to improve how responsibilities are met, demonstrate challenging an employer and a peer in a simulated setting, and reflect on how effective that was. Level 1 learners outline the same content with lower minimums and no criterion on improving how responsibilities are met. There are no prescribed assessment methods, except that role-play with video and/or annotated photographic evidence and an assessor observation statement is required for the challenge criterion (AC 2.3 at Level 2, AC 2.2 at Level 1). 20 guided learning hours, 2 credits. Centre-devised task under the mandatory Summative Assessment Package, internally assessed and moderated by Agored Cymru, graded Pass or Fail.
- Entry Level 3 (Unit ID CDS081, Unit Code HE6E3CY002): Two learning outcomes. Learners give examples of at least four legal responsibilities of employers, two employee responsibilities to their employer and peers, and four employee rights, give three ways to support others whose rights are not being met, demonstrate in a simulated setting at least two ways of challenging employers, and state how those actions can be effective. Role-play with video and/or annotated photographic evidence and an assessor observation statement is required for AC 2.2. 20 guided learning hours, 2 credits, internally assessed, Pass or Fail.
- Entry Level 2 (Unit ID CDS082, Unit Code HE6E2CY001) and Entry Level 1 (Unit ID CDS083, Unit Code HE6E1CY001): Two learning outcomes. Learners list employee rights and employee responsibilities (at least three of each at Entry 2, two at Entry 1), then demonstrate in a simulated setting at least two ways of supporting others who are treated unfairly and at least two ways of acting when rights are not met (Entry 2), or what to do when others are not treated fairly by employers or with respect by colleagues (Entry 1). Role-play with video and/or annotated photographic evidence and an assessor observation statement is required for LO2. 20 guided learning hours, 2 credits, internally assessed, Pass or Fail.
The literacy and numeracy skills in this qualification
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Naming and describing rights and responsibilities with workplace vocabulary
Entry 1 and Entry 2 learners list at least two or three employee rights and responsibilities, Entry 3 learners give examples of employer legal responsibilities, employee responsibilities and rights, Level 1 learners outline them and Level 2 learners describe them, including at least three legal responsibilities of employers and four employee rights. Learners need terms such as minimum wage, supervision, policy and grievance, and at Level 2 they must give detailed, factual and logically ordered accounts. This is required by LO1 at every level.
Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils sort cards such as paid holidays, safe equipment and following rules into employee rights, employee responsibilities and employer responsibilities, and use each term in a spoken sentence.
- Year 8
- Pupils build a glossary of 10 workplace terms, including minimum wage, supervision, policy and grievance, with a definition and an example for each.
- Year 9
- Pupils write a short guide for a new part time worker that describes 3 legal responsibilities of their employer and 4 of their own rights, in a logical order.
Show the specification wording and the LNF statements
Where it is in the specification: AC 1.1 to 1.3 at each level: Level 2 page 68, Level 1 page 71, Entry 3 page 73, Entry 2 page 75, Entry 1 page 77; Command Word Definitions, page 93
“Describe legal responsibilities of employers.”
Progression step 3
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.
Progression step 4
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.
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
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Describing what employers expect and what employees owe to others
Level 2 learners describe at least two employer expectations for personal presentation, punctuality and behaviour, and employee responsibilities to their employer, their peers and themselves, with at least one response for each. Level 1 and Entry 3 learners outline or give examples of employee responsibilities to employers and peers. Learners must write or speak about the same duty from different points of view. This is required by AC 1.2 and 1.4 at Level 2 and AC 1.2 at Level 1 and Entry 3.
Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax
Getting pupils ready
- Year 7
- Pupils write 3 sentences about what a café manager expects of staff, covering how they look, when they arrive and how they behave.
- Year 8
- Pupils write a paragraph about a shop assistant's responsibilities to the manager, to colleagues and to themselves, using connectives such as also and however.
- Year 9
- Pupils write an organised account of one job that sets out employer expectations and the employee's responsibilities to 3 different groups, with a heading for each.
Show the specification wording and the LNF statements
Where it is in the specification: AC 1.2 and 1.4, Level 2, pages 68 to 69; AC 1.2, Level 1, page 71; AC 1.2, Entry 3, page 73
“carry out their work duties to the best of their ability and follow workplace rules”
Progression step 3
I can write a comprehensive account of a topic, theme or viewpoint.
I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.
Progression step 4
I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.
I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.
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Suggesting ways to support others and improve how responsibilities are met
Level 2 and Level 1 learners describe or outline at least three ways to support someone whose employee rights are not being met, such as encouraging them to speak to their manager or HR, and Level 2 learners also identify at least three actions to improve the way responsibilities are being met. Entry 3 learners give examples of ways to support others, and Entry 2 and Entry 1 learners show these ways in role-play. Learners need to offer advice with empathy and in clear, practical terms. This is required by AC 2.1 at every level and AC 2.2 at Level 2.
Literacy: Planning and organising for different purposes, audiences and context, Purpose
Getting pupils ready
- Year 7
- Pupils read a short story about a young worker who is not paid for extra hours and write 2 pieces of advice they would give a friend in that position.
- Year 8
- Pupils, in pairs, take turns to play a worker with a problem and a colleague who listens and suggests 3 ways to get help.
- Year 9
- Pupils write a short advice note for new staff that sets out 3 ways to support a colleague whose rights are not met and 3 actions an employee can take to meet their own duties better.
Show the specification wording and the LNF statements
Where it is in the specification: AC 2.1 and 2.2, Level 2, page 69; AC 2.1, Level 1, page 72; AC 2.1, Entry 3, page 74; AC 2.1, Entry 2, page 76; AC 2.1, Entry 1, page 77
“encourage them to speak to their manager or HR department for help and advice”
Progression step 3
I can write about my thoughts, feelings and opinions, showing empathy and respect.
I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.
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.
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Challenging an employer or a peer in role-play
Level 2 and Level 1 learners demonstrate, in a simulated setting, at least one way of challenging an employer and one way of challenging a peer when rights and responsibilities are not being met, such as raising a formal complaint or grievance. Entry 3 learners demonstrate two ways of challenging employers, and Entry 2 and Entry 1 learners demonstrate what to do when rights are not met or others are not treated fairly or with respect. Learners must speak in a formal register, stay in role and respond to what the other person says. This is required by AC 2.3 at Level 2, AC 2.2 at Level 1 and Entry 3, and LO2 at Entry 2 and Entry 1, and is evidenced by video or annotated photographs with an assessor observation statement.
Literacy: Collaborative talk, Purpose, Listening as part of collaborative talk, Questioning, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils practise a short scene in which a worker politely tells a supervisor they have not had their break, using a sentence starter card.
- Year 8
- Pupils role-play telling a colleague that a joke they made was not respectful, staying calm and listening to the reply before answering.
- Year 9
- Pupils role-play a meeting in which an employee raises a formal grievance with a manager, keeping to formal language and holding their point when the manager disagrees.
Show the specification wording and the LNF statements
Where it is in the specification: AC 2.3, Level 2, page 69; Prescribed Assessment Methods, page 70; AC 2.2, Level 1, page 72; AC 2.2, Entry 3, page 74; LO2, Entry 2, page 76; LO2, Entry 1, pages 77 to 78
“raise the issue formally by making a complaint or grievance through the workplace’s agreed procedures”
Progression step 3
I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.
I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.
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 use talk in a range of authentic contexts to explore challenging or contentious issues.
I can sustain a convincing point of view, anticipating and responding to other perspectives.
I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.
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Reflecting on how well a challenge worked
Level 2 and Level 1 learners reflect on the ways they used in the role-play, considering how effective they were, what did not work and how they could improve. Entry 3 learners state how the actions they demonstrated can be effective, for example because the issue is recorded. Learners need to look back on their own spoken performance and put the judgement into words. This is required by AC 2.4 at Level 2 and AC 2.3 at Level 1 and Entry 3.
Literacy: Clarity and vocabulary, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils watch a recording of their own role-play and say one thing that went well and one thing they would change.
- Year 8
- Pupils write 3 sentences on whether their way of raising a concern in a role-play would have solved the problem, giving a reason for each.
- Year 9
- Pupils write a short reflection on a role-play that judges how effective each way of challenging was, what did not work and what they would do differently next time.
Show the specification wording and the LNF statements
Where it is in the specification: AC 2.4, Level 2, page 69; AC 2.3, Level 1, page 72; AC 2.3, Entry 3, page 74; Command Word Definitions, Reflect, page 94
“How effective were the ways used?”
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.
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
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Reading sources to prepare reference materials
Learners must produce their own reference materials before the summative assessment, and centres provide texts, handouts and general websites. To prepare, learners read about employee rights, employer legal duties and grievance procedures and summarise the key points in their own words. This is preparation for the task, not something a criterion assesses.
Literacy: Reading strategies, Understanding, response and analysis
Getting pupils ready
- Year 7
- Pupils scan a leaflet about young workers to find how many hours they may work on a school day and copy it into a fact box.
- Year 8
- Pupils skim 2 web pages about rights at work and summarise the 3 most important points from each in their own words.
- Year 9
- Pupils read several sources on grievance procedures and make a one page set of notes in their own words that they could use in a timed task.
Show the specification wording and the LNF statements
Where it is in the specification: Appendix A, Resources and AI, page 106; Section One, Resource Requirements, page 7
“Learners must produce their own reference materials”
Progression step 3
I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.
I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.
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 research a wide range of reference and digital sources to develop a full understanding of a topic or issue.
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Understanding pay rights such as the minimum wage
The amplification gives the right to be paid at least the minimum wage as its example of an employee right at every level, and the unit's numeracy mapping says it develops understanding of equal pay and financial rights. Working out whether a wage meets the minimum, or comparing pay for equal work, uses hourly rates, multiplication and checking. No criterion asks for a calculation, so this is taught as context and not assessed.
Numeracy: Calculation, Conceptual understanding
Getting pupils ready
- Year 7
- Pupils work out a week's pay for a worker on a given hourly rate for 12 hours, and check whether it matches the payslip.
- Year 8
- Pupils compare the hourly pay of 2 workers doing the same job and decide whether the difference could be fair.
- Year 9
- Pupils use the current minimum wage rates to check 3 job adverts with weekly pay and hours, and explain which one pays below the legal minimum.
Show the specification wording and the LNF statements
Where it is in the specification: Amplification AC 1.3, Level 2, page 68; unit mapping, Numeracy, page 79
“Develops understanding of equal pay and financial rights”
Progression step 3
I can add and subtract numbers using whole numbers and decimals.
I can multiply 2- and 3-digit numbers by a 2-digit number.
Progression step 4
I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06.
I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.
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Punctuality and working to times
Punctuality, meaning arriving at work and meetings on time, is the amplification's example of an employer expectation at Level 2. Being punctual depends on reading rotas and timetables and planning journey times. The criterion asks learners to describe the expectation, not to work with times, so this is taught as context and not assessed.
Numeracy: Measurement
Getting pupils ready
- Year 7
- Pupils read a weekly staff rota and work out what time each worker must leave home to arrive 10 minutes early.
- Year 8
- Pupils use a bus timetable to choose the bus that gets a worker to a 9:00 meeting on time, allowing for a 15 minute walk.
- Year 9
- Pupils plan a week of journeys to a work placement using timetables, and work out how much time each journey leaves before the shift starts.
Show the specification wording and the LNF statements
Where it is in the specification: AC 1.2 amplification, Level 2, page 68
“punctuality meaning arriving at work and meetings on time”
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
- Every level is the same size: each unit record shows "GLH 20" and "Credit: 2" (unit headers, pages 68, 71, 73, 75 and 77). The Pearson unit of the same name is 10 guided learning hours.
- Command words set the literacy level. List means "State an answer in short sentences or a few words", Outline means "Give the main characteristics or key points/features", and Describe asks learners to "provide detailed and factual information about an item/topic in a logical way" (Command Word Definitions, page 93).
- Reflection has a set meaning: Reflect is "To consider what worked, what didn’t, and how they could improve next time" (Command Word Definitions, page 94).
- Speaking is assessed through role-play: the challenge criterion is "To be demonstrated in a simulated setting" and evidenced by video and/or annotated photographs with an assessor observation statement (amplification AC 2.3, page 69; Prescribed Assessment Methods, page 70).
- Evidence does not have to be written: the permitted formats are "Digital (or written) documents", "Audio content", "Video content" and an e-portfolio (Appendix A, Permitted evidence types, page 106).
- Writing is done once: "Drafting and redrafting are not permitted in this summative task." and feedback "must not be provided once the summative task has started" (Appendix A, Teacher support and feedback, page 106).
- Learners bring notes they wrote themselves: "Learners must produce their own reference materials" (Appendix A, Resources and AI, page 106).
- Assessment time is short: "20 GLH incorporates assessment time of no more than 60 minutes." (Appendix A, Duration and timing, page 106).
- There is no second attempt: "There are no resubmission opportunities available for these qualifications." (Section Five, Resubmissions, page 99).
- The unit's own mapping names both frameworks: for Literacy it "Encourages clear and professional communication in writing and speech" and "Supports active listening skills", and for Numeracy it "Develops understanding of equal pay and financial rights" (unit mapping, page 79). The cross curricular skills summary at the end of the unit lists only Literacy and Digital Competence (page 78).
- The levels do not step up evenly. Entry 3 asks for "At least four legal responsibilities" (page 73), but Level 1 and Level 2 ask for three. Level 1 AC 1.2 names employers, peers and themselves, but the amplification asks for "At least two responsibilities" (page 71), so one group can be left out. Entry 3 asks for two ways of challenging employers and none for peers (page 74), while Level 1 and Level 2 ask for one of each.
Links with other qualifications
Describing rights and responsibilities in organised writing, and speaking in role to raise a concern, support GCSE English Language and Literature and GCSE Cymraeg Language and Literature. The work on employment law, equal pay and fair treatment links with GCSE Social Studies, and the employer and employee duties give context for GCSE Business. Agored Cymru lists Fairness and Inclusion in the Workplace, Working in Wales and Wellbeing and Work among its 19 Skills for Work units, and Everyday Law, Equality, Diversity and Inclusion and Financial Literacy among its Skills for Life units; Financial Literacy is where pay calculations would be taught. Compared with the WJEC unit of the same name, the Agored unit is the same size (20 guided learning hours) but does not ask learners to read an employment contract or research an advice organisation, so it has less reading and none of the contract numeracy on pay, hours and holidays; instead it adds a required role-play and a reflection on how well the challenge worked. Compared with the Pearson unit, which is 10 guided learning hours with one broad criterion per level and allows one resubmission at the centre's discretion, the Agored unit has more criteria, more speaking and no redrafting or resubmission.
Source: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Rights and Responsibilities in the Workplace.