LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Sustainable Economic Development

Sustainable economic development (Unit SfW 3) is one 20 hour unit that learners combine with others into a Pearson Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Learners identify sustainability issues such as waste, pollution, climate change and transport, their impacts and actions to reduce them, then plan and carry out sustainability actions at home, in school, in the community or in a simulated workplace. The centre sets and marks the assignment. Literacy sits in researching and explaining issues at local, national and global scale, writing an action plan and suggesting improvements. Numeracy is light: Level 2 needs measurable goals, and Pearson names cost as a link, but no calculation is required.

Awarding body
Pearson
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
  • Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: list, outline or identify sustainability issues and actions to reduce their impact, and take part in sustainability activities in their own setting, following a simple action plan at Entry 2 and producing one at Entry 3. There are no mandatory evidence requirements; the centre sets and marks its own assignment (Pearson's Authorised Assignment Brief is optional), internally verified and checked by a Pearson Standards Verifier. Graded Pass or Fail. 20 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each level: describe (Level 1) or explain (Level 2) a range of sustainability issues and their impacts, then develop and implement an action plan in their own setting, with realistic short term goals at Level 1 and detailed, measurable goals at Level 2, where learners also give two local, two national and two global examples. Evidence is chosen by the centre, internally assessed and checked by a Pearson Standards Verifier. Graded Pass or Fail. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Describing and explaining sustainability issues and impacts

    Assessed: In coursework (non-examination assessment, NEA)

    Entry learners list, outline or identify sustainability issues and actions to reduce their impact, Level 1 learners describe a range of issues and their impacts across settings, and Level 2 learners explain a wide range of issues with their wider impacts and implications. This is required by the assessment criteria, in speech or writing.

    Literacy: Clarity and vocabulary, Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils match sustainability issues such as litter and car fumes to their impacts and say one action to reduce each.
    Year 8
    Pupils write a paragraph describing how food waste affects the school, the community and the environment.
    Year 9
    Pupils write an explanation of the wider implications of one issue, such as transport emissions, using cause and effect connectives and subject terms.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 3, Assessment criteria, page 22; Essential information for assessment decisions, pages 23 to 24

    “Explain a wide range of sustainability issues and their impacts”
    Progression step 3

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    • I can write a comprehensive account of a topic, theme or viewpoint.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • 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.

  2. Researching issues at local, national and global scale

    Assessed: In coursework (non-examination assessment, NEA)

    Level 2 learners give two local, two national and two global examples of issues and their implications, and Entry 3 and Level 1 learners cover issues across different areas such as waste, pollution, climate change and transport. This requires reading and selecting information from sources; Pearson's Annexe C names reading and research as literacy links.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short news story about a local flooding event and note the issue and its effect.
    Year 8
    Pupils read three short texts on plastic pollution in their town, in Wales and worldwide, and sort the facts into a three column table.
    Year 9
    Pupils research one issue at local, national and global scale from several sources and summarise the implications at each scale in their own words.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 3, Essential information for assessment decisions, Entry 3 to Level 1, page 23, and Level 2, page 24; Annexe C, page 118

    “two examples of issues and implications on a global scale”
    Progression step 3

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    Progression step 4

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

    Progression step 5

    • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

  3. Writing an action plan

    Assessed: In coursework (non-examination assessment, NEA)

    Entry 2 learners follow a simple action plan, Entry 3 learners produce a simple plan linking each issue to an action, Level 1 learners write a plan with realistic short term goals, and Level 2 learners write a detailed, measurable plan. This is required by the assessment criteria.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils write a three step plan for a classroom recycling corner using the frame issue, action, who and when.
    Year 8
    Pupils write an action plan for cutting paper waste with headings, short term goals and a named person for each step.
    Year 9
    Pupils draft a detailed action plan for a school energy campaign, then redraft it so every goal is specific and linked to an issue.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 3, Assessment criteria, page 22; Essential information for assessment decisions, Entry 3, page 23, and Level 2, page 24

    “produce a simple plan for their actions that link the identified sustainability issue to the action required”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can explore different ways to plan, draft and present my work appropriately.

    Progression step 4

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

  4. Suggesting and discussing improvements

    Assessed: In coursework (non-examination assessment, NEA)

    Level 2 learners suggest realistic strategies for improvement as part of their plan and take responsibility for carrying them out, and Level 1 learners solve problems as they arise. This is required by the Level 2 guidance; Pearson's Annexe C also names discussion and presentation as literacy links.

    Literacy: Collaborative talk, Purpose

    Getting pupils ready

    Year 7
    Pupils discuss in groups why a recycling bin is not being used and suggest one change.
    Year 8
    Pupils present two ideas for reducing car journeys to school and the class votes on the more realistic one.
    Year 9
    Pupils discuss the weaknesses of a sample action plan, agree three realistic improvements and justify them to the class.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 3, Essential information for assessment decisions, Level 1, page 23, and Level 2, page 24; Annexe C, page 118

    “Learners will suggest realistic strategies for improvement as part of their plan”
    Progression step 3

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    • 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 recognise a range of options for action and reach agreement to achieve the aims of the group.

    • I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

  5. Setting measurable goals and timescales

    Assessed: In coursework (non-examination assessment, NEA)

    Level 1 learners set realistic short term goals and Level 2 learners write a plan with measurable goals, such as amounts of waste or numbers of lights switched off by a date. This is required by the Level 1 and Level 2 criteria, but no calculation is specified.

    Numeracy: Strategic competence, Measurement, Collecting data

    Getting pupils ready

    Year 7
    Pupils count the lights left on in empty classrooms at lunchtime for a week and record the totals in a tally chart.
    Year 8
    Pupils set a goal to cut the class's paper use by a number of sheets over four weeks and track progress on a calendar.
    Year 9
    Pupils set measurable targets for reducing waste in the canteen, collect weekly figures and decide whether each target was met.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 3, Assessment criteria, Level 1 and Level 2, page 22; Essential information for assessment decisions, Level 1, page 23, and Level 2, page 24

    “develop and implement a detailed action plan with measurable goals and activities”
    Progression step 3

    • I can identify, measure or obtain required information to complete the task.

    • 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 collect relevant data to answer posed questions.

    Progression step 4

    • I can identify, measure or obtain required information to complete the task.

    • I can collect both quantitative and qualitative data.

  6. Considering costs of sustainable actions

    Assessed: Taught, but not assessed

    Pearson's Annexe C names cost and financial work as the numeracy link, for example comparing the cost of reusable and single use items. The purpose of the unit is a sustainable workplace, but no criterion requires costing, so this is suggested only.

    Numeracy: Financial literacy, Calculation

    Getting pupils ready

    Year 7
    Pupils compare the price of a reusable water bottle with a year of single use bottles and say which is better value.
    Year 8
    Pupils compare the cost of LED and older bulbs for a classroom using given prices and decide which to buy within a budget.
    Year 9
    Pupils calculate the percentage saving on a school energy bill if a switch off campaign cuts use by a given amount.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 3, Purpose and Aim, page 22; Annexe C, page 118

    “contributing to a sustainable workplace, i.e. energy conservation, recycling, waste disposal, clean air, transport”
    Progression step 3

    • I can make comparisons between prices and understand which is best value for money.

    • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

    Progression step 4

    • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

    • I can calculate a percentage increase or decrease.

Good to know

Links with other qualifications

Explaining issues such as pollution and climate change and reading about them at local, national and global scale reinforce GCSE Geography, GCSE Social Studies and the WJEC Foundation in Humanities, and writing an organised action plan supports GCSE English Language and Literature. Setting measurable goals links lightly to GCSE Mathematics and Numeracy, and the workplace setting to GCSE Business. Within the WJEC Skills Suite it overlaps with Sustainability In Action and Jobs of the Future. Compared with the WJEC Sustainable Economic Development unit, which asks learners to review the impact of their activities and, as suggested work, measure energy, water or waste, the Pearson unit adds a required spread of local, national and global examples at Level 2 and a measurable action plan, with no separate review of impact.

Source: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma specification, Issue 1, August 2026, Unit SfW 3: Sustainable economic development.