LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Work Experience

Work experience is a 20 hour Skills for Work unit in which learners prepare for, take part in and review a real work placement or a realistic scenario-based workplace activity in school. It is one unit that learners combine with others into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy runs through it: following spoken instructions, writing CVs and application forms, speaking professionally with supervisors, teamwork talk and reflective accounts. Numeracy is light and practical: time management, punctuality and planning travel times.

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): Four learning outcomes (what work experience involves, preparing for a placement, taking part in a placement or scenario-based activity, reflecting on the experience and skills), with 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, Skills for Work group.
  • Level 1 and Level 2: Four learning outcomes (purpose and expectations of work experience, planning and preparing, engaging effectively in work experience or realistic scenario-based activities, reviewing performance and identifying skills for progression), with 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 for Work group.

The literacy and numeracy skills in this qualification

  1. Listening to and following workplace instructions

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

    Learners respond to simple instructions with support at Entry 1, follow instructions in an activity at Entry 2 and carry out tasks responsibly at Level 1 and with initiative at Level 2. The amplification adds following routines and, at Level 1 and 2, responding to instructions and feedback by asking clarifying questions.

    Literacy: Listening for meaning, Listening to understand

    Getting pupils ready

    Year 7
    Pupils listen to five spoken steps for setting up a science practical, then carry them out in order without a written sheet.
    Year 8
    Pupils listen to a visitor describe a job task, make quick notes of the key steps and ask one question to check something unclear.
    Year 9
    Pupils follow a supervisor's spoken briefing for running a school event stall, record the key points and repeat them back to confirm.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcomes 2 and 3, assessment criteria 2.1 and 3.1, page 6; Level 1 and Level 2, learning outcome 3, assessment criterion 3.1, page 7; amplification of learning outcome 3, pages 9 and 10

    “Respond to simple instructions to prepare for a work activity, with support.”
    Progression step 3

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

    • I can listen to and understand information about a variety of topics, summarising the main points.

    Progression step 4

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

    • I can use different techniques to help me remember, record and respond to what I hear.

  2. Writing a CV, application form or personal profile

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

    At Level 1 learners create the documents or materials needed for a placement or workforce-related activity, and the suggested activities name application forms, CVs and personal profiles. Writing for an employer needs a formal style, accurate personal details and short, clear statements about skills.

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

    Getting pupils ready

    Year 7
    Pupils write a short 'all about me' paragraph for a new teacher, listing three strengths in full sentences.
    Year 8
    Pupils fill in a paper application form for a school role such as prefect or librarian, giving a reason and an example for each answer.
    Year 9
    Pupils write a personal statement for a CV in a formal style, then proofread it for spelling of subject and job words.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criterion 2.1, page 7; amplification of learning outcome 2, page 9; suggested activities, page 11

    “Create required documentation or materials for a work placement or workforce-related activity.”
    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    • I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.

    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 a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

  3. Speaking professionally with supervisors and in mock interviews

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

    Entry 3 learners show they understand communication expectations, Level 1 learners prepare for workplace communication and Level 2 learners demonstrate professional standards of communication. Suggested activities include introducing themselves to a supervisor and mock interviews, and assessors record notes on communication and presentation.

    Literacy: Clarity and vocabulary, Purpose

    Getting pupils ready

    Year 7
    Pupils practise introducing themselves to a visitor with a greeting, their name and one thing they are good at.
    Year 8
    Pupils answer three common interview questions in pairs, then give each other feedback on clarity and eye contact.
    Year 9
    Pupils take part in a recorded mock interview with a teacher, then watch it back and choose one way to sound more formal.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criterion 2.2, page 6; Level 1 and Level 2, learning outcome 2, assessment criterion 2.2, page 7; suggested activities, page 11; sources of evidence, page 13

    “Demonstrate professional standards of communication and self-presentation.”
    Progression step 3

    • 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 can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    Progression step 4

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

    • I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken communication, including in formal situations.

  4. Talking and listening as part of a team

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

    Entry 2 learners recognise basic communication and teamwork skills, Level 1 learners demonstrate teamwork, communication and time management, and Level 2 learners show problem solving and adaptability. The amplification includes taking turns, listening to teammates and communicating effectively with supervisors and peers.

    Literacy: Collaborative talk, Listening as part of collaborative talk

    Getting pupils ready

    Year 7
    Pupils work in groups of four to plan a class display, each with a role such as timekeeper or note taker, and report back.
    Year 8
    Pupils solve a practical team challenge, such as building the tallest paper tower, taking turns to suggest ideas and agreeing a plan.
    Year 9
    Pupils run a mock workplace task with rotating team leaders, listening to every member's idea and reaching a decision the group accepts.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criterion 3.2, page 6; Level 1 and Level 2, learning outcome 3, assessment criterion 3.2, page 7; amplification of learning outcome 3, pages 9 and 10

    “communicating effectively with supervisors and peers”
    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 recognise a range of options for action and reach agreement to achieve the aims of the group.

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

  5. Writing or recording a reflective account

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

    Learners name likes and dislikes at Entry 1, reflect on strengths and areas for improvement at Entry 3, review their performance against criteria at Level 1 and evaluate it critically with feedback and evidence at Level 2. Reflective accounts can be written, audio or supported, so speaking counts as well as writing.

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

    Getting pupils ready

    Year 7
    Pupils complete the sentence 'I did well at...' and 'Next time I will...' after a group task.
    Year 8
    Pupils write a short diary entry after a school responsibility role, describing one success, one problem and how they dealt with it.
    Year 9
    Pupils write or record a reflective account of a mock placement day, using teacher feedback as evidence and setting two realistic goals.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 4, assessment criteria 4.1 and 4.2, page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 and 4.2, page 7; sources of evidence, page 13

    “Evaluate own performance critically, using feedback and evidence.”
    Progression step 3

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

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

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

  6. Managing time, punctuality and travel

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

    Level 1 learners demonstrate time-management skills, and the amplification covers punctuality, attendance and planning travel, such as a bus route or setting an alarm. The numeracy is practical, reading clocks and timetables and working back from a start time, and there are no written calculations in the criteria.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils read a bus timetable to find which bus gets them to school before 8:45 and how long the journey takes.
    Year 8
    Pupils work back from a 9am placement start, adding time to get ready, walk and wait, to find what time to set an alarm.
    Year 9
    Pupils plan a journey to a placement using two buses, work out the total travel time and connection wait, and choose a backup if the first bus is late.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criterion 3.2, page 7; amplification of learning outcome 2, page 9; suggested activities, page 11

    “managing time, travel and readiness for work or scenario-based activities”
    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.

Good to know

Links with other qualifications

The pack itself names links to VCSE Public Services and GCSE Business, and lists Exploring career pathways, Applying for jobs, Interview and confidence techniques, Personal development planning, Jobs of the future, Career creativity, Enterprise venture, Working in Wales, Understanding the changing labour market, Community participation and Teamwork as closely related Skills Suite units. Applying for jobs and Interview and confidence techniques share the CV, application form and mock interview writing and talk. The customer service role-play links with VCSE Retail and Customer Service and the Customer service unit, and formal speaking and writing for an audience link with GCSE English Language and Literature and GCSE Cymraeg Language and Literature.

Source: WJEC Work experience 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).