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 Purpose
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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.
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.
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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.
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.
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).