LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Work Experience

Work Experience is a Pearson Skills for Work unit in which learners find out about types of work experience, describe what they and employers expect, plan their travel and first day, and take part safely in a placement or work-related activities. It 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, assessed internally by the centre. Literacy sits in describing and explaining expectations and benefits, reading sources of information, completing planning documents and a first-day checklist, and communicating and following instructions at work. Numeracy is light but practical: planning journey times and, at Level 1 and Level 2, travel costs.

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, covering types, activities and expectations of work experience and preparing for and taking part in at least two (Entry 1 and Entry 2) or three (Entry 3) work-related activities or a placement. There are no mandatory evidence requirements. Internally assessed by the centre through a centre-devised assignment or Pearson's adaptable Authorised Assignment Brief, subject to Pearson standards verification, graded Pass or Fail. 20 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain (Level 2) types, activities, benefits and expectations of work experience, and plan, prepare for and take part in a work experience placement or a range of work-related activities. There are no mandatory evidence requirements. Internally assessed by the centre through a centre-devised assignment or Pearson's adaptable Authorised Assignment Brief, subject to Pearson standards verification, graded Pass or Fail. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Describing types, benefits and expectations of work

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

    Entry learners list, outline or identify types of work experience and personal and employer expectations, Level 1 learners describe at least three of their own and four employer expectations with reasons, and Level 2 learners explain how meeting them affects performance, relationships and future employment. This is required by the assessment criteria, in speech or writing.

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

    Getting pupils ready

    Year 7
    Pupils list three things an employer expects, such as being on time, and say why each matters in one sentence.
    Year 8
    Pupils write a short paragraph explaining the difference between volunteering, work shadowing and a placement, with an example of each.
    Year 9
    Pupils write an explanation of how being punctual and polite at work could affect relationships and a future reference, using workplace vocabulary.
    Show the specification wording and the LNF statements

    Where it is in the specification: Assessment criteria, page 72; Essential information for assessment decisions, Level 1, page 74, Level 2, page 75

    “describe at least three of their own expectations of work experience and at least four employer expectations”
    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. Reading sources of information about work experience

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

    From Entry 3 learners identify sources of information about work experience, and Level 1 and Level 2 learners describe or explain them. Learners read placement details and information from organisations to find types of work experience and what is expected. This is required by the assessment criteria from Entry 3.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils scan a leaflet about a local volunteering scheme to find the age limit, hours and contact details.
    Year 8
    Pupils skim three work experience web pages and complete a table of what each offers and who it is for.
    Year 9
    Pupils research placements with two Welsh employers and summarise in their own words what each expects of a young person.
    Show the specification wording and the LNF statements

    Where it is in the specification: Essential information for assessment decisions, Entry 3 and Level 1, page 74, Level 2, page 75

    “identify sources of information about work experience”
    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 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.

  3. Completing planning documents and a first-day checklist

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

    Entry 2 learners complete a pre-populated worksheet with details of activities, place, route and transport, Entry 3 and Level 1 learners complete planning documentation and a first-day checklist, and Level 2 learners produce accurate, well-structured documentation including contingency plans. This is required by the assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils fill in a trip planning form with the place, date, start time and what to wear.
    Year 8
    Pupils write a first-day checklist for a new pupil joining the school, ordered from the night before to the end of the day.
    Year 9
    Pupils draft and then improve a placement plan covering workplace details, travel, documents to bring and what to do if something goes wrong.
    Show the specification wording and the LNF statements

    Where it is in the specification: Essential information for assessment decisions, Entry 2, page 73, Entry 3 and Level 1, page 74, Level 2, page 75

    “completing planning documentation with minimal support”
    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 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 select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

  4. Communicating and following instructions at work

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

    At every level learners show communication and work skills while taking part in work-related activities, following instructions and processes. Level 1 learners show effective communication and teamwork, and Level 2 learners apply interpersonal skills with confidence and professionalism. This is required by the assessment criteria and is usually evidenced by observation.

    Literacy: Listening for meaning, Clarity and vocabulary, Collaborative talk, Listening to understand

    Getting pupils ready

    Year 7
    Pupils listen to spoken instructions for setting up a classroom display and carry them out in order, asking a question if unsure.
    Year 8
    Pupils role play greeting a visitor at reception and passing on a message to a member of staff clearly and politely.
    Year 9
    Pupils help run a school open evening stall, taking instructions from a teacher, speaking to visiting families and reporting back on how it went.
    Show the specification wording and the LNF statements

    Where it is in the specification: Essential information for assessment decisions, Entry 1 and Entry 2, page 73, Entry 3 and Level 1, page 74, Level 2, page 75

    “the ability to follow instructions to complete tasks successfully”
    Progression step 3

    • I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I have experienced speaking with different people in a variety of authentic contexts.

    Progression step 4

    • I can listen to and consider the relevance and significance of information and ideas presented to me.

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I have experienced speaking with different people in a variety of authentic contexts.

    Progression step 5

    • I have experienced speaking with different people in a variety of authentic contexts.

  5. Planning journey times and timekeeping

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

    From Entry 2 learners plan their route and mode of transport, Level 1 learners include timing where appropriate, and Level 2 learners produce detailed travel and contingency plans. Punctuality is an employer expectation at Entry 3 and above. Planning travel is required by the assessment criteria.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils read a bus timetable to find which bus gets them to town before 9am and how long the journey takes.
    Year 8
    Pupils plan a journey with one change, working out the waiting time and the latest time they can leave home to arrive by 8.45am.
    Year 9
    Pupils plan a placement journey with train and bus timetables, add a 15 minute safety margin and a backup option if the first train is cancelled.
    Show the specification wording and the LNF statements

    Where it is in the specification: Essential information for assessment decisions, Entry 2, page 73, Entry 3 and Level 1, page 74, Level 2, page 75; Annexe C, SfW 14 Numeracy Links, page 121

    “planning travel arrangements (including timing and costs where appropriate)”
    Progression step 3

    • 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 estimate how long a journey takes.

    Progression step 4

    • I can use timetables and time zones to calculate travel time.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

  6. Working out travel costs

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

    Level 1 learners include travel costs in their planning where appropriate, and Annexe C lists travel timing and cost calculations and handling money where relevant as the unit's numeracy links. Costing is assessed only where the centre judges it appropriate, so numeracy demand stays low.

    Numeracy: Financial literacy, Calculation, Strategic competence

    Getting pupils ready

    Year 7
    Pupils add up the cost of a return bus fare and lunch for a day trip and check they have enough from a £10 budget.
    Year 8
    Pupils compare the cost of a daily bus ticket with a weekly ticket for a five day placement and decide which is better value.
    Year 9
    Pupils cost a week of placement travel by bus and train using real fares, including a young person's discount card, and present the total clearly.
    Show the specification wording and the LNF statements

    Where it is in the specification: Essential information for assessment decisions, Level 1, page 74; Annexe C, SfW 14 Numeracy Links, page 121

    “Travel timing and cost calculations”
    Progression step 3

    • I can add and subtract totals less than £100 using correct notation, e.g. £28.18 + £33.45.

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

    Progression step 4

    • I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.

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

Good to know

Links with other qualifications

Describing workplace expectations and writing planning documents support GCSE English Language and Literature and GCSE Business, and timetable and cost planning practise the everyday numeracy in GCSE Mathematics and Numeracy. Customer-facing work-related activities link with VCSE Retail and Customer Service and VCSE Hospitality and Catering, and Annexe E names Transport for Wales and NHS Wales as Welsh work experience sources (page 129). Within the WJEC Skills Suite, Applying for jobs and Interview and confidence techniques carry the CV and interview writing and talk. Compared with the WJEC Work experience unit, the Pearson unit has the same 20 hours, asks for more travel planning numeracy, including costs at Level 1 and contingency plans at Level 2, and does not ask for a CV, application form or written review of the placement.

Source: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma Qualifications Specification, Issue 1, August 2026, Unit SfW 14: Work experience.