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Skills that use Planning and organising for different purposes, audiences and context

1. Writing an analytical report with recommendations

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

   In Unit 2 learners produce a report that analyses findings and data on customer service, sets out strengths and areas for improvement and makes appropriate recommendations. In Unit 3 they present their analysis of an existing business's marketing mix, including its strengths and weaknesses, in a Retail Business Analysis Report.

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

   Getting pupils ready

   Year 7

   Pupils write a short report on the school canteen queue under the headings what works, what could be better and what we recommend.

   Year 8

   Pupils write a report on a class survey about a local shop, using a paragraph for each finding and linking each recommendation to a finding with 'because'.

   Year 9

   Pupils write a sectioned report on customer service at a school event, analysing feedback, weighing strengths against weaknesses and ending with recommendations a manager could act on.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.3.2, page 31; Unit 3, Section 3.1.1, page 35

   “appropriate recommendations to address the areas for improvement”

   Progression step 3

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

   • I can use paragraphs and make links between them.

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

   Progression step 4

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

   • I can use paragraphs and sections to give coherence to longer pieces of writing.

   • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

   Progression step 5

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

   • I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

2. Writing clear guidance for staff

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

   Learners produce guidance for staff based on data, information and recommendations, covering steps for delivering effective customer service, handling complaints, good practice with customers, and actions staff could take with the expected outcomes. The writing has to suit employees and be easy to follow.

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

   Getting pupils ready

   Year 7

   Pupils write five numbered steps for welcoming a visitor to the school reception, starting each step with a clear command verb.

   Year 8

   Pupils write a short how-to guide for new tuck shop helpers on taking payment and giving change, with headings and bullet points.

   Year 9

   Pupils turn findings from a class mystery shop activity into one page of staff guidance for a local shop, with steps, good practice tips and the expected outcome of each action.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.3.3, page 31

   “Learners should be able to produce guidance based on data, information and recommendations to support improvement in identified customer service areas”

   Progression step 3

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

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

   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 select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

   Progression step 5

   • I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

   • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

   • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

3. Writing customer replies in the right tone for each channel

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

   Learners must understand the features of remote service by letter, email and telephone and of digital service by social media comments, text and online chat, including a professional tone suited to the method, clear and structured written responses and a tone in line with the organisation's brand. In Unit 2 they respond to examples of complaint handling to produce a more effective outcome for the customer.

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

   Getting pupils ready

   Year 7

   Pupils write a polite reply to a letter from a customer whose order arrived late, with a greeting, an apology and a clear next step.

   Year 8

   Pupils rewrite a rude, unclear live chat reply so it is friendly, short and clear, then compare it with a formal email reply to the same problem.

   Year 9

   Pupils answer one complaint three ways, as a letter, an email and a public social media reply, changing the tone and length for each while keeping the same brand voice.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Sections 2.2.2 and 2.2.3, pages 28 to 30

   “using clear and structured written responses to support understanding”

   Progression step 3

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

   • I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.

   • I can present my work appropriately in digital contexts.

   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 make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.

   • I can present my work appropriately in digital contexts using appropriate digital conventions, e.g. thumbnails, language preferences.

   Progression step 5

   • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

   • I can use sophisticated idiomatic language and appropriate register in a range of contexts.

4. Planning and writing persuasive promotional materials

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

   Learners plan promotional materials that reflect the brand personality and meet the needs of the target market, setting success criteria, time planning and resources. They then write and design copy such as a strapline, a poster or flyer, or a script for a radio or social media advert, and explain choices for their business concept based on recommendations from competitor analysis.

   Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

   Getting pupils ready

   Year 7

   Pupils write three possible straplines for a new school shop and pick the most persuasive one with a partner.

   Year 8

   Pupils write a 30-second radio advert script for a local event aimed at teenagers, then redraft it after hearing it read aloud.

   Year 9

   Pupils plan a flyer and a social media post for a local business with success criteria and a timeline, draft the wording, then check it against the criteria and improve it.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 3, Sections 3.2.1, 3.2.2 and 3.2.3, page 39

   “plan appropriate promotional materials to reflect the brand personality and meet the needs of the identified target market”

   Progression step 3

   • I can explore different ways to plan, draft and present my work appropriately.

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

   • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

   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 write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

   • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

   Progression step 5

   • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

   • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

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