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
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.
Skills that use Collaborative talk
-
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.
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.
Good to know
- 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.
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).