LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Understanding the Changing Labour Market

Understanding the changing labour market is a 20 hour Skills for Work unit, from Entry 1 to Level 2, that learners combine with other units into a Skills for Work Award, Certificate or Diploma. Learners find out what the labour market is, research jobs, look at why work is changing and plan the skills they will need. Literacy carries the unit: defining and explaining terms, reading job information, discussing change, comparing skills and, at Level 2, judging bias and reliability in sources. Evidence can be spoken or written. Numeracy is light: reading statistics in labour market information and spotting skewed or out of date data at Level 2.

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
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Three learning outcomes with separate Entry 1, Entry 2 and Entry 3 assessment criteria. Evidence is compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: Three learning outcomes with separate Level 1 and Level 2 assessment criteria. Evidence is compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Using labour market vocabulary to define and explain

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

    Learners say or describe what the labour market is at Entry Level, define it at Level 1 and explain it at Level 2, and do the same for labour market information. The criteria require this, and the overview expects learners to use discipline specific vocabulary such as supply and demand, sector and career pathway.

    Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils match key words such as job, sector, employer and wage to their meanings on a card sort, then use two of them in a sentence about a local business.
    Year 8
    Pupils write a short glossary of six careers words, including supply and demand, with an example from their own area for each.
    Year 9
    Pupils explain in a one minute talk what the labour market is, using the terms supply, demand, sector and labour market information correctly.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 1, assessment criteria 1.1, page 5; Level 1 and Level 2, assessment criteria 1.1 and 2.1, page 6

    “use a range of discipline-specific vocabulary to express their answers”
    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 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. Reading job and career information to describe jobs

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

    Learners read job profiles and labour market information to describe what jobs involve, from recognising two jobs at Entry 2 and describing a sector at Entry 3 to describing two jobs of interest with reasons at Level 2. At Levels 1 and 2 they also describe or explain how labour market information can be used to explore career pathways. All of this is required by the criteria.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short job profile and highlight what the worker does each day, then tell a partner one thing they would enjoy about the job.
    Year 8
    Pupils skim two job profiles to find the qualifications and skills needed and write a paragraph saying which job suits them better and why.
    Year 9
    Pupils read several sources about a sector in Wales and write a summary of two jobs in it, with reasons for their interest and the route into each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 1, assessment criteria 1.2 and 1.3, page 5; Level 1 and Level 2, assessment criteria 1.2 and 2.2, page 6

    “Describe at least two jobs that you are interested in, with reasons for your answers.”
    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.

  3. Judging bias, accuracy and reliability in sources

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

    At Level 2 learners evaluate samples of labour market information and comment on bias, accuracy and reliability, for example spotting job adverts that leave out the disadvantages of a role. This is required by a Level 2 criterion only, and the amplification asks learners to compare different sources.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a job advert and sort its sentences into facts and opinions.
    Year 8
    Pupils compare a company advert and an independent job profile for the same role and underline what the advert leaves out.
    Year 9
    Pupils read three sources about the same job and write a paragraph judging which is most reliable, pointing to bias, missing information or old figures.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criterion L2 2.3, page 6; Amplification of learning outcome 2, page 8

    “compare different sources of labour market information to explore issues with bias, accuracy and reliability”
    Progression step 3

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    • I can distinguish between facts, theories and opinions.

    Progression step 4

    • I can distinguish between facts/evidence and bias/arguments.

    • I can evaluate the usefulness and reliability of texts.

    Progression step 5

    • I can understand and explore in detail how texts may be interpreted, distinguishing between facts/evidence and bias/arguments.

    • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

  4. Discussing how and why the labour market is changing

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

    Learners show or describe factors changing the labour market at Entry Level, identify one key reason at Level 1 and discuss the changes with at least two specific examples at Level 2, such as technology, climate change, remote work and an ageing workforce. They also describe how jobs have changed over time. The criteria require this, and the pack suggests group discussions and case studies such as remote working during COVID-19.

    Literacy: Collaborative talk, Listening as part of collaborative talk, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils talk in pairs about a job their grandparents did that is rare now, such as a coal miner or milkman, and share one reason it changed.
    Year 8
    Pupils discuss in groups how remote working changed during COVID-19, each taking a role such as office worker or shop owner, and report back two changes.
    Year 9
    Pupils write a short discussion of how two factors, such as artificial intelligence and climate change, are changing jobs in Wales, using a specific example for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcomes 2 and 3, page 5; Level 1 and Level 2, assessment criteria 1.3, page 6; Suggested activities, pages 9 and 10

    “Discuss how the labour market is changing, with”
    Progression step 3

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

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

  5. Planning and comparing future skills

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

    Learners name or state skills they will need for future work at Entry Level, demonstrate career development skills at Level 1, and at Level 2 illustrate career development strategies and compare skills employers want now with those they will want in future. The criteria require this, and the pack suggests action plans or career development plans as evidence.

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

    Getting pupils ready

    Year 7
    Pupils list three skills they are good at and write one sentence for each saying how it could help them in a job.
    Year 8
    Pupils fill in a simple action plan with one skill to improve this year, the steps they will take and how they will know they have improved.
    Year 9
    Pupils write a comparison of skills employers want now and in the future, using a two column table and a paragraph on which future skill they will start building.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.2, page 6; Suggested activities, page 10

    “Compare skills that employers want now with skills employers will want in the future.”
    Progression step 3

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

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

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

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

  6. Reading statistics in labour market information

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

    The amplification defines labour market information as information, data and statistics about the supply and demand of jobs and trends, and at Level 2 lists skewed or out of date statistical data as a form of bias. No criterion asks learners to calculate, so the numeracy is reading figures and judging whether they are misleading, mainly when evaluating samples for L2 2.3.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read a bar chart of the number of jobs in five sectors in Wales and say which sector is largest and which is smallest.
    Year 8
    Pupils read a line graph of jobs in one sector over ten years and describe the trend, then say whether the figures are recent enough to trust.
    Year 9
    Pupils compare two graphs about the same job market, one with a cut off axis, and explain which is misleading and what conclusion each could lead a reader to.
    Show the specification wording and the LNF statements

    Where it is in the specification: Amplification of learning outcome 2, page 8; Level 1 and Level 2, assessment criterion L2 2.3, page 6

    “information, data and statistics about the supply and demand of jobs”
    Progression step 3

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

Good to know

Links with other qualifications

The pack names Fairness and inclusion in the workplace, Customer service, Rights and responsibilities in the workplace and Wellbeing in work as closely related Skills Suite units, and Using IT in the workplace lists this unit as a partner. Jobs of the future, Exploring career pathways and Working in Wales cover neighbouring careers ground. Reading sources for bias and reliability builds on GCSE English Language and Literature and GCSE Cymraeg Language and Literature, discussing change in the world of work links with GCSE Business, and reading graphs of jobs data links with GCSE Mathematics and Numeracy.

Source: WJEC Understanding the changing labour market 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).