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 Numeracy is light: reading statistics in labour market information and spotting skewed or out of date data at Level 2.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
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.
Skills that use Planning and organising for different purposes, audiences and context
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Discussing how and why the labour market is changing
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.
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Planning and comparing future skills
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.
Good to know
- Each level has its own unit code: "S665E1", S665E2, S665E3, S665L1 and S665L2, and the unit is 20 guided learning hours (Unit overview, page 3).
- No special equipment is needed: "Assessment of this unit should not require any specific resources" (Resources required for assessment, page 11).
- Spelling and long writing are not the point: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed" and "extended written work is not required unless appropriate" (Sources of evidence, page 10). Teacher observation notes from group or one to one discussion are listed as evidence (page 10).
- The specification accepts "video/audio recordings" of a learner giving a presentation or taking part in a discussion (Section 4.1, page 18), and the portfolio "is not limited to paper-based materials" (page 18).
- The suggested tasks are optional: "These tasks are not mandatory." (Skills for Life and Work specification, Section 4.1, page 18).
- AI misuse is malpractice, including "Copying or paraphrasing whole responses of AI-generated content" (Section 4.6, page 21), so written explanations must be the learner's own.
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).