Skills for Work: Work Experience
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Pecyn uned
- Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
- 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.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Listening to and following workplace instructions
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.
Llythrennedd: Gwrando am ystyr, Gwrando i ddeall
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to five spoken steps for setting up a science practical, then carry them out in order without a written sheet.
- Blwyddyn 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.
- Blwyddyn 9
- Pupils follow a supervisor's spoken briefing for running a school event stall, record the key points and repeat them back to confirm.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy’n gallu gwrando ar, deall, dehongli ac adalw ystyr gyffredinol yr hyn rwyf wedi’i glywed.
Rwy’n gallu gwrando ar a deall gwybodaeth am amrywiaeth o bynciau, gan grynhoi’r prif bwyntiau.
Cam cynnydd 4
Rwy'n gallu gwrando ar ac ystyried perthnasedd ac arwyddocâd gwybodaeth a syniadau a gyflwynir i mi.
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
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Writing a CV, application form or personal profile
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a short 'all about me' paragraph for a new teacher, listing three strengths in full sentences.
- Blwyddyn 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.
- Blwyddyn 9
- Pupils write a personal statement for a CV in a formal style, then proofread it for spelling of subject and job words.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.
Rwy’n gallu gwneud dewisiadau priodol am eirfa, iaith idiomatig a chystrawen er mwyn mynegi fy hun yn rhugl ac yn eglur ar gyfer cynulleidfaoedd gwahanol ac at ddibenion gwahanol.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
Rwy'n gallu defnyddio amrywiaeth o strategaethau ac adnoddau i sillafu geirfa gyfarwydd ac anghyfarwydd a geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth yn gywir.
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Speaking professionally with supervisors and in mock interviews
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.
Llythrennedd: Eglurder a geirfa, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils practise introducing themselves to a visitor with a greeting, their name and one thing they are good at.
- Blwyddyn 8
- Pupils answer three common interview questions in pairs, then give each other feedback on clarity and eye contact.
- Blwyddyn 9
- Pupils take part in a recorded mock interview with a teacher, then watch it back and choose one way to sound more formal.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
Rwy'n gallu trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.
Cam cynnydd 4
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
Rwy’n gallu myfyrio ar fy nefnydd o strategaethau i wella ansawdd, cywirdeb ac effaith fy nghyfathrebu llafar, gan gynnwys mewn sefyllfaoedd ffurfiol.
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Talking and listening as part of a team
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.
Llythrennedd: Siarad cydweithredol, Gwrando fel rhan o siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils solve a practical team challenge, such as building the tallest paper tower, taking turns to suggest ideas and agreeing a plan.
- Blwyddyn 9
- Pupils run a mock workplace task with rotating team leaders, listening to every member's idea and reaching a decision the group accepts.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
Cam cynnydd 4
Rwy'n gallu adnabod ystod o opsiynau ar gyfer gweithredu a dod i gytundeb er mwyn cyflawni nodau'r grŵp.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
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Writing or recording a reflective account
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils complete the sentence 'I did well at...' and 'Next time I will...' after a group task.
- Blwyddyn 8
- Pupils write a short diary entry after a school responsibility role, describing one success, one problem and how they dealt with it.
- Blwyddyn 9
- Pupils write or record a reflective account of a mock placement day, using teacher feedback as evidence and setting two realistic goals.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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Managing time, punctuality and travel
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.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a bus timetable to find which bus gets them to school before 8:45 and how long the journey takes.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.
Rwy'n gallu amcangyfrif pa mor hir mae taith yn ei chymryd.
Cam cynnydd 4
Rwy'n gallu defnyddio amserlenni a chylchfaoedd amser i gyfrifo amser teithio.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Da gwybod
- Unit codes run from Entry 1 to Level 2: "Unit Codes S668E1 S668E2 S668E3 S668L1 S668L2" (Unit overview, page 3).
- Spoken evidence counts: evidence "may be verbal, written, practical, or visual", "extended written work is not required unless appropriate", and reflective accounts can be "written, audio or supported formats" (Sources of evidence, page 13).
- Spelling is not judged here: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed." (Sources of evidence, page 13).
- Mock interviews and placements produce evidence through others: "records of mock interviews or role-play activities, including assessor notes on communication and presentation" and "witness statements from employers, tutors or supervisors" (Sources of evidence, page 13).
- AI rules matter for CVs, application forms and reflective accounts. AI misuse includes "Copying or paraphrasing whole responses of AI-generated content." and "Failing to acknowledge use of AI tools when they have been used as a source of information." (Section 4.6, page 21).
- Suggested assessment tasks are optional: "These tasks are not mandatory." (Section 4.1, page 18).
- The pack lists "Literacy, Numeracy, and Digital competence" as cross-curricular skills (page 5), but Appendix A of the specification ticks Numeracy and not Literacy for this unit (page 30), even though most of the criteria are spoken or written.
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: 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).