Skills for Work: Rights and Responsibilities in the Workplace
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Agored Cymru.
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.
- Corff dyfarnu
- Agored Cymru
- 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
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- 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.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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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.
Llythrennedd: Eglurder a geirfa, Geirfa, sillafu, gramadeg, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils build a glossary of 10 workplace terms, including minimum wage, supervision, policy and grievance, with a definition and an example for each.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Cam cynnydd 4
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils write 3 sentences about what a café manager expects of staff, covering how they look, when they arrive and how they behave.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.
Cam cynnydd 4
Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.
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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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.
Cam cynnydd 4
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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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.
Llythrennedd: Siarad cydweithredol, Diben, Gwrando fel rhan o siarad cydweithredol, Gofyn cwestiynau, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils role-play telling a colleague that a joke they made was not respectful, staying calm and listening to the reply before answering.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu ystyried materion heriol neu ddadleuol drwy amrywiaeth o gyd-destunau dilys, gan gynnwys cynnal rôl.
Rwy'n gallu trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
Cam cynnydd 4
Rwy'n gallu defnyddio sgiliau siarad mewn amrywiaeth o gyd-destunau dilys er mwyn ystyried materion heriol neu ddadleuol.
Rwy'n gallu cynnal safbwynt argyhoeddiadol, gan ragweld safbwyntiau eraill ac ymateb iddyn nhw.
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
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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.
Llythrennedd: Eglurder a geirfa, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils watch a recording of their own role-play and say one thing that went well and one thing they would change.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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?”
Cam cynnydd 3
Rwy’n gallu myfyrio ar safon fy mynegiant a defnyddio ystod o strategaethau i sicrhau mwy o eglurder yn fy nghyfathrebu llafar, gan gynnwys mewn sefyllfaoedd ffurfiol.
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Cam cynnydd 4
Rwy’n gallu myfyrio ar fy nefnydd o strategaethau i wella ansawdd, cywirdeb ac effaith fy nghyfathrebu llafar, gan gynnwys mewn sefyllfaoedd ffurfiol.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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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.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils skim 2 web pages about rights at work and summarise the 3 most important points from each in their own words.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Appendix A, Resources and AI, page 106; Section One, Resource Requirements, page 7
“Learners must produce their own reference materials”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Rwy'n gallu defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
Cam cynnydd 4
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.
Rwy'n gallu ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.
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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.
Rhifedd: Cyfrifiad, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils compare the hourly pay of 2 workers doing the same job and decide whether the difference could be fair.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Amplification AC 1.3, Level 2, page 68; unit mapping, Numeracy, page 79
“Develops understanding of equal pay and financial rights”
Cam cynnydd 3
Rwy'n gallu adio a thynnu rhifau gan ddefnyddio rhifau cyfan a degolion.
Rwy'n gallu lluosi rhifau 2- a 3-digid â rhif 2-ddigid.
Cam cynnydd 4
Rwy'n gallu defnyddio dulliau effeithlon i luosi a rhannu rhifau cyfan a degolion, gan gynnwys degolion megis 0.6 neu 0.06.
Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.
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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.
Rhifedd: Mesur
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a weekly staff rota and work out what time each worker must leave home to arrive 10 minutes early.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: AC 1.2 amplification, Level 2, page 68
“punctuality meaning arriving at work and meetings on time”
Cam cynnydd 3
Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.
Rwy'n gallu amcangyfrif pa mor hir mae taith yn ei chymryd.
Cam cynnydd 4
Rwy'n gallu defnyddio amserlenni a chylchfaoedd amser i gyfrifo amser teithio.
Da gwybod
- 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.
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Rights and Responsibilities in the Workplace.