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Skills that use Reading strategies

1. Researching and reading sources on a local wellbeing issue

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

   In Unit 4 learners research a community wellbeing issue in a Welsh local authority area from online sources, local media and public data, and review their Public Service Board Wellbeing Plan, its objectives and intended improvements. The NEA research phase includes guidance on research approach and referencing.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read their county council's web page on recycling collections, skim for the main idea and scan for three key facts to note in their own words.

   Year 8

   Pupils read a local news story and a council report on the same issue, such as antisocial behaviour in a park, and list what each says, who wrote it and why.

   Year 9

   Pupils read one objective in their local Public Service Board Wellbeing Plan, summarise it in their own words, and find two further sources that support or challenge it.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 4, Section 4.2.1, page 54; Section 3.3, page 61

   “reviewing the Public Service Board (PSB) Wellbeing Plan, including its objectives and the improvements it aims to achieve”

   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.

   • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

   Progression step 4

   • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

   • I can evaluate the usefulness and reliability of texts.

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

   Progression step 5

   • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

   • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

   • I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views.

2. Using public services terms accurately in short answers

   Assessed: In the exam

   The Unit 1 sector test checks knowledge with objective questions in Section A and short answers, some based on industry scenarios, in Section B. Learners need precise terms such as statutory and non-statutory, the names of organisations, and initiatives such as JESIP and the M/ETHANE model from Unit 2.

   Literacy: Vocabulary, spelling, grammar, Reading strategies

   Getting pupils ready

   Year 7

   Pupils build a glossary of ten public service words, such as statutory, emergency, volunteer and council, in English and Welsh with a short example for each.

   Year 8

   Pupils read short scenario cards and answer two questions on each using the correct term, for example naming which service is statutory and why.

   Year 9

   Pupils answer timed short-answer questions on applied scenarios, spelling key terms and acronyms correctly and using them in full sentences.

   Show the specification wording and the LNF statements

   Where it is in the specification: Section 3.2, page 59; Unit 1, Section 1.1.3, page 17; Unit 2, Section 2.2.1, page 34

   “Section B covers AO2 and includes short answer questions some of which could be based on short industry scenarios.”

   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 use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

   • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

   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 can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

   • 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.

   Progression step 5

   • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

   • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

   • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

Source: WJEC Level 1/Level 2 VCSE Public Services specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).