LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Working in Wales

Working in Wales is an Agored Cymru Skills for Work unit about why Wales is a good place to work, how Wales earns its living in an international economy through exports, tourism, trade routes, infrastructure, geography and culture, and which sectors, jobs, skills and qualifications are found across Wales and in the learner's own area. It is one 20 hour unit, offered at Entry 1, Entry 2, Entry 3, Level 1 and Level 2, that learners combine with others into an Agored Cymru Skills for Work or Skills for Life and Work Award, Certificate or Diploma, assessed through one centre-devised task under direct supervision. Literacy demand is medium. Every criterion is answered in words, rising from naming and listing at Entry level to outlining at Level 1 and describing at Level 2, and each needs a fixed minimum number of answers. Evidence can be written or spoken, because audio and video are allowed. Learners must also read sources and write their own reference notes before the task, with no AI and no redrafting. Numeracy demand is low: no criterion asks for figures or calculation. The unit's own cross curricular table lists Literacy but not Numeracy, and numeracy appears only in the mapping's mention of business growth in a financial context.

Awarding body
Agored Cymru
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 CDS113 RF4E1CY002, Entry 2 CDS112 RF4E2CY002, Entry 3 CDS111 RF4E3CY005): Three learning outcomes at every Entry level: the benefits or advantages of working in Wales, Wales as an international economy, and job opportunities in Wales. Entry 1 has 6 criteria: name a benefit of working in Wales, name at least 3 things from Wales sold in other countries, name a place tourists like to visit, name a way people travel to Wales from a different country, and list at least 2 jobs in own area and 2 in another part of Wales. Entry 2 has 8 criteria: list at least 2 benefits, at least 3 goods and services sold abroad, 3 places tourists visit, 3 ways people travel to Wales, 3 ways to get Welsh goods to other countries, at least 2 job sectors in own area, 2 jobs in a sector, and name 2 skills and 1 qualification for those jobs. Entry 3 has 9 criteria: list at least 3 advantages, 4 goods or services sold abroad, 3 attractions, 3 ways to travel to Wales and 3 ways to send goods overseas, identify 2 job sectors in own area and 2 in another part of Wales, list 2 jobs in a sector, and identify 3 skills and 1 qualification. There are no prescribed assessment methods. One centre-devised summative task in the mandatory Summative Assessment Package, completed under direct supervision in no more than 60 minutes, with evidence as digital or written documents, audio, video or an e-portfolio. Internally assessed by the centre and moderated by Agored Cymru, graded Pass or Fail. 20 guided learning hours and 2 credits at each level.
  • Level 1 and Level 2 (Level 1 CDS110 RF41CY011, Level 2 CDS109 RF42CY034): Three learning outcomes, each with 9 criteria in total: the advantages of working in Wales, Wales as an international economy, and career opportunities in Wales. Level 1 learners know these topics: they outline at least 3 advantages, identify at least 2 sectors that contribute to the international economy, outline how infrastructure, geography and Welsh culture support economic activity, outline at least 3 employment sectors across Wales, identify 2 in own area and 2 jobs in a specified sector, and identify at least 4 skills and 1 qualification for those jobs. Level 2 learners understand them: they describe at least 4 advantages and 3 international sectors, describe how infrastructure, geography and culture support economic activity, describe at least 4 sectors across Wales and 3 in own area, describe 2 jobs, and describe at least 5 skills and 1 qualification. There are no prescribed assessment methods. One centre-devised summative task in the mandatory Summative Assessment Package, completed under direct supervision in no more than 60 minutes, with no AI and no drafting, and evidence as digital or written documents, audio, video or an e-portfolio. Internally assessed by the centre and moderated by Agored Cymru, graded Pass or Fail. 20 guided learning hours and 2 credits at each level.

The literacy and numeracy skills in this qualification

  1. Naming and listing facts about working in Wales

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

    Entry 1 learners name a benefit of working in Wales, things sold abroad, a tourist place and a way to travel to Wales, and list jobs. Entry 2 and Entry 3 learners list benefits, goods and services, attractions, ways to travel and ways to send goods overseas, and list or identify job sectors, jobs, skills and a qualification. Each list needs a set number of items, so learners need the vocabulary of work and trade, such as sector, export and qualification. This is required by the assessment criteria.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils write a list of 4 things made in Wales that are sold in other countries, using the words export and goods correctly.
    Year 8
    Pupils make a word bank for a topic on work in Wales, with sector, employer, export, tourism and qualification, and use 5 of the words in sentences.
    Year 9
    Pupils list 3 ways goods leave Wales, such as by ship from a port, and 3 ways visitors arrive, giving one short sentence for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level 2, criteria 2.1 to 3.3, pages 63 and 64; Entry Level 3, criteria 1.1 to 3.4, pages 61 and 62; Entry Level 1, criteria 1.1 to 3.2, pages 65 and 66

    “List ways to get Welsh goods to other countries.”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    Progression step 4

    • 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.

    • 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. Outlining and describing how Wales earns its living

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

    Level 1 learners outline the advantages of working in Wales and how infrastructure, geography and Welsh culture support economic activity. Level 2 learners describe at least 4 advantages, at least 3 sectors in the international economy, and how transport, a strategic location for trade and cultural branding support the economy. Describing means giving detailed, factual information in a logical way. This is required by the assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils write 3 sentences about why a port or main road near them helps local businesses.
    Year 8
    Pupils write a paragraph describing how Welsh culture, such as the Eisteddfod or rugby, brings visitors and money to Wales.
    Year 9
    Pupils write a short report describing how the geography of Wales helps 2 sectors, such as wind for renewable energy and coastline for tourism, using connectives to link each cause and effect.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 2, criteria 1.1 to 2.4, pages 57 and 58; Level 1, criteria 1.1 to 2.4, pages 59 and 60; Command Word Definitions, page 93

    “Describe how Wales’ infrastructure supports economic activity.”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

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

  3. Describing jobs and the skills and qualifications they need

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

    Learners name, list, identify or describe jobs in a sector in Wales and the skills and qualifications those jobs need, with the minimum rising from 2 skills and 1 qualification at Entry 2 to 5 skills and 1 qualification at Level 2. Level 2 learners also describe employment sectors across Wales and in their own area. Evidence can be written or recorded as audio or video, so learners may speak their answers. This is required by the assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils tell a partner about 2 jobs in a local business and one skill each job needs.
    Year 8
    Pupils write a job profile for a role in the creative industries in Wales, with headings for duties, skills and qualifications.
    Year 9
    Pupils record a 2 minute talk describing 2 jobs in a Welsh sector and the skills and qualifications each needs, organised so a listener can follow it.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 2, criteria 3.1 to 3.4, page 58; Level 1, criteria 3.1 to 3.4, page 60; Appendix A, Permitted evidence types, page 106

    “At least five skills and one qualification, six responses in total.”
    Progression step 3

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

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    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 organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

  4. Reading sources and writing own reference notes

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

    Before the supervised task, learners must prepare their own reference materials. They read websites, leaflets and library sources about Welsh sectors, exports and tourism, pick out the facts that match each criterion and summarise them in their own words, without AI. The Summative Assessment Package requires this at every level.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils scan a leaflet about a Welsh tourist attraction to find 3 facts and write them as bullet points in their own words.
    Year 8
    Pupils skim 3 short articles about Welsh employers and fill in a table of the sector, the location and one job in each.
    Year 9
    Pupils read 2 sources on a growing Welsh sector and write a one page summary in their own words, with the facts grouped under headings.
    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix A, section 4, Resources and AI, page 106; Resource Requirements, page 7

    “Learners must produce their own reference materials, in preparation for completing their summative assessment.”
    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 use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

  5. Communicating bilingually at work

    Assessed: Taught, but not assessed

    The aim of the unit gives the skills to communicate bilingually as an example of the skills needed in Welsh workplaces, bilingualism is the example skill in the amplification at every level, and the mapping says the unit strengthens communication in English and Welsh. No criterion asks learners to use Welsh, so this is taught, not assessed, though learners may name bilingualism as one of their skills.

    Literacy: Translanguaging

    Getting pupils ready

    Year 7
    Pupils practise greeting a customer and answering a simple question in Welsh and in English, as staff in a café or shop.
    Year 8
    Pupils read a job advert in Welsh and explain its main points in English to a partner.
    Year 9
    Pupils find 2 job adverts in Wales that ask for Welsh language skills and explain to the class why bilingualism helps in those jobs.
    Show the specification wording and the LNF statements

    Where it is in the specification: Purpose and Aim of the Unit, page 57; Level 2 criterion 3.4, page 58; Literacy mapping, page 67

    “the skills to communicate bilingually”
    Progression step 3

    • I can receive information in one language and adapt it for various purposes in another language.

    Progression step 4

    • I can apply my translanguaging skills to support my learning in familiar and new languages.

  6. Reading figures about growing sectors

    Assessed: Taught, but not assessed

    Growing sectors of business is the example advantage of working in Wales at every level, and the mapping says the unit develops understanding of business growth in a financial context. Comparing which sectors are growing means reading simple charts and figures, but no criterion asks for data, numbers or calculation, so this is taught, not assessed.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read a bar chart of the number of people working in 5 Welsh sectors and say which sector is largest.
    Year 8
    Pupils compare 2 years of jobs figures for a Welsh sector, such as renewable energy, and say whether it is growing.
    Year 9
    Pupils interpret a line graph of jobs in 3 Welsh sectors over 10 years, describe the trend in each and say which conclusions might be misleading.
    Show the specification wording and the LNF statements

    Where it is in the specification: Criterion 1.1 amplification, pages 57, 59, 61, 63 and 65; Numeracy mapping, page 67

    “for example, growing sectors of business”
    Progression step 3

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    • I can explore trends and extreme values (outliers) for data sets.

Good to know

Links with other qualifications

Describing how infrastructure, geography and trade support the Welsh economy uses the extended writing of GCSE Geography, and describing growing sectors, exports and cultural branding uses the writing of GCSE Business. Listing, outlining and describing jobs, skills and qualifications, in writing or on audio or video, uses the writing and speaking skills of GCSE English Language and Literature. Bilingualism as a workplace skill and the What Matters statement "Languages connect us" link with Core Cymraeg and Cymraeg Language and Literature. Within the Skills Suite, Rights and Responsibilities in the Workplace and Business Finance are in the same Agored Cymru specification, and Exploring Career Pathways, Understanding the Changing Labour Market and Jobs of the Future use similar reading about jobs. Compared with the WJEC and Pearson Working in Wales units, both 10 hours, the Agored Cymru unit is 20 hours with 6 to 9 criteria per level, so learners write or say more, though each answer can be short. Like Pearson, it has no Welsh language outcome, unlike WJEC, and bilingualism appears only as an example of a skill. It is stricter than both on preparation, because learners must write their own notes, may not use AI and may not redraft.

Source: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Working in Wales.