Skills for Work: Sustainable Economic Development
Sustainable Economic Development is a 20 hour Skills for Work unit, from Entry 1 to Level 2, in which learners find out what makes a workplace sustainable, how everyday and workplace actions affect the environment and community, then plan a sustainability strategy for their own setting, carry out activities and review their impact. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Literacy sits in describing and explaining sustainability, writing the plan or strategy, discussing ideas and evaluating actions. Numeracy is light: setting timescales is required, while measuring energy, water or waste is suggested.
- 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 (what helps make a workplace sustainable, how sustainable actions affect the environment, creating a plan to support sustainability in a workplace setting, and taking part in sustainability activities), with separate 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.
- Level 1 and Level 2: Four learning outcomes (what contributes to a sustainable workplace and why it matters, how sustainable actions affect the environment, workplace or community, developing a strategy to improve sustainability, and taking part in sustainability activities and reviewing their impact), with separate 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.
Skills that use Calculation
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Using data to compare the effect of actions
Level 2 learners evaluate which actions are most and least effective and assess the impact of activities, and the amplification gives examples such as reduced energy bills and comparing a recycling scheme with turning off unused lights. Charts and simple calculations help, but the criteria do not require them, so this is suggested.
Numeracy: Representing data, Interpreting data, Calculation
Getting pupils ready
- Year 7
- Pupils draw a bar chart of lights left on each day and say which day was best and worst.
- Year 8
- Pupils draw a line graph of daily recycling weights before and after a campaign and describe the change in two sentences.
- Year 9
- Pupils calculate the percentage decrease in waste and in energy use after two different actions, compare them and decide which action had the greater effect.
Show the specification wording and the LNF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criterion 2.3, page 7; amplification, pages 11 and 12; suggested activities, page 14
“comparing a workplace recycling scheme vs. turning off unused lights”
Progression step 3
I can select and construct appropriate charts, diagrams and graphs with suitable scales.
I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.
Progression step 4
I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.
I can calculate a percentage increase or decrease.
Good to know
- Unit codes run from Entry 1 to Level 2: "S664E1", "S664E2", "S664E3", "S664L1" and "S664L2", with 20 GLH (unit overview, page 3).
- Assessment is not a writing test: "extended written work is not required unless appropriate", and judgements should not focus on "spelling or presentation unless specifically assessed" (sources of evidence, page 15).
- Spoken and practical evidence counts. The sources of evidence include "audio/video recordings of learners presenting sustainability projects" and teacher observation sheets (page 15).
- No special equipment is needed for assessment: "Assessment of this unit should not require any specific resources" (page 17).
- AI misuse is malpractice. Examples include "Copying or paraphrasing whole responses of AI-generated content." and "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 optional: "These tasks are not mandatory." Teachers may use, adapt or replace them (specification section 4.1, page 18).
- Where a criterion uses a plural without a number, "a plural reference within assessment criterion refers to a minimum of two" (pages 6 and 8).
Links with other qualifications
The pack names Enterprise venture, Sustainability in action, Financial literacy and Business finance as closely related Skills Suite units, with further links to Science and technology in everyday life, Skills in the natural environment, Ethical choices, Rights and responsibilities in the workplace and Jobs of the future. It also points to GCSE Geography, GCSE Business, GCSE Mathematics for modelling sustainability initiatives (GCSE Mathematics and Numeracy in Wales) and GCSE science on ecosystems, which fits GCSE The Sciences and GCSE Integrated Science. It names vocational awards in Retail Business and Engineering, which match VCSE Retail and Customer Service and VCSE Engineering on this page. The spreadsheet and presentation work also suits GCSE Digital Technology.
Source: WJEC Sustainable economic development 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).