Skills for Work: Working in Wales
Working in Wales is a Skills for Work unit about the job market in Wales: key job sectors and employers, how Welsh sectors link to the wider UK and global economy, why Welsh language skills matter at work and the role of the Welsh Language Commissioner, and the skills needed in sectors with high demand. It is one 10 hour unit learners combine with others into a Skills for Work or Skills for Life and Work Award, Certificate or Diploma. Literacy runs through every criterion, from naming and matching at Entry 1 to defining, explaining and comparing at Level 2, in speech or writing. Numeracy is light and not assessed.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 10
- 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): Three learning outcomes (jobs available in Wales, the importance of the Welsh language in Welsh workplaces, skills needed to work in Wales), 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. 10 guided learning hours.
- Level 1 and Level 2: Four learning outcomes (the job market in Wales, key employment sectors and their links to the international economy, the importance of the Welsh language in Welsh workplaces, skills needed to work in Wales), 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. 10 guided learning hours.
Skills that use Planning and organising for different purposes, audiences and context
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Explaining why Welsh matters in the workplace
Learners say, outline, describe and explain why Welsh language skills are useful at work. At Entry 3 they outline at least three reasons why Welsh is important in workplaces, and at Level 1 and Level 2 they describe or explain why Welsh is required or highly desired in employment sectors and outline the legal status of Welsh and the role of the Welsh Language Commissioner. These are assessment criteria.
Literacy: Planning and organising for different purposes, audiences and context, Purpose, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils list three jobs in their community where speaking Welsh helps and say one reason for each in a class discussion.
- Year 8
- Pupils write a short paragraph explaining how Welsh helps a receptionist at a council office and a care worker, using because and so.
- Year 9
- Pupils write a structured explanation of why public services in Wales must offer Welsh, including what the Welsh Language Commissioner does.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 2, assessment criteria 2.1 to 2.3, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 to 3.4, page 6
“Outline at least three reasons why Welsh is important in workplaces.”
Progression step 3
I can write a comprehensive account of a topic, theme or viewpoint.
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 use summary, discussion of issues, detailed explanations and logic when covering a topic.
I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.
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Comparing sectors and giving reasons
Comparison and reasoning are required by the criteria. At Entry 3 learners compare two jobs by how Welsh is used or the skills needed, and at Level 2 they compare two job sectors and discuss their popularity giving reasons, and compare why there is high demand in each sector.
Literacy: Connectives and syntax, Purpose, Planning and organising for different purposes, audiences and context, Questioning
Getting pupils ready
- Year 7
- Pupils say one thing that is the same and one thing that is different about working in a shop and working in a hospital.
- Year 8
- Pupils write a comparison of two jobs using whereas, however and both, with one reason why each job is popular.
- Year 9
- Pupils write a short comparison of tourism and construction in Wales, giving reasons why each is in high demand and backing each reason with an example.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 2, assessment criterion 2.3, and learning outcome 3, assessment criterion 3.3, page 5; Level 1 and Level 2, learning outcome 1, assessment criterion 1.3, page 6, and learning outcome 4, assessment criterion 4.3, page 7
“Compare two different job sectors in Wales and discuss their popularity, giving reasons for your answers.”
Progression step 3
I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.
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 use a range of connectives specifically when organising my ideas in whole texts for different purposes.
I can sustain a convincing point of view, anticipating and responding to other perspectives.
Good to know
- Each level has its own unit code: "Unit Codes S669E1" through S669L2, and the unit is worth "GLH 10" (Unit overview, page 3).
- Writing is not the only route: "While evidence may be verbal, written, practical, or visual, extended written work is not required unless appropriate" (Sources of evidence, page 11).
- Spelling is not marked here: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed" (Sources of evidence, page 11).
- No special equipment is needed: "Assessment of this unit should not require any specific resources" (Resources required for assessment, page 12).
- Suggested assessment tasks "are not mandatory". Teachers may use, adapt or replace them (Skills for Life and Work specification, section 4.1, page 18).
- Evidence types include "video/audio recordings" and "teacher/assessor questioning", so spoken answers count (Skills for Life and Work specification, section 4.1, page 18).
- AI tools may be used "When properly referenced", but misuse includes "Copying or paraphrasing whole responses of AI-generated content" (Skills for Life and Work specification, section 4.6, page 21).
- Where a criterion uses a plural without a number, "a plural reference within assessment criterion refers to a minimum of two" (pages 5 and 7).
Links with other qualifications
The pack names Rights and responsibilities in the workplace, Understanding the changing labour market, Fairness and inclusion in the workplace and Wellbeing in work (Wellbeing and work in the specification) as closely related Skills Suite units, and Jobs of the future and Exploring career pathways sit naturally alongside it. Work on sectors, employers and the Welsh economy links with GCSE Business. The Welsh language outcomes link with Core Cymraeg and Cymraeg Language and Literature. The key sectors named in the amplification match other qualifications on the page: construction with VCSE Built Environment, tourism with VCSE Travel and Tourism, retail with VCSE Retail and Customer Service, public services with VCSE Public Services, advanced manufacturing with VCSE Engineering, creative industries with VCSE Creative and Media Production and Technology, food and drink with VCSE Hospitality and Catering, and health and social care with GCSE Health and Social Care and Childcare.
Source: WJEC Working in Wales 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).