← All qualifications

Skills that use Vocabulary, spelling, grammar

1. 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.

2. Using retail and customer service terms accurately

   Assessed: In the exam and in coursework (NEA)

   The Unit 1 sector test assesses knowledge of the sector, including terms such as omni-channel, just-in-time, procurement, footfall and greenwashing, through objective questions such as fill-in-the-blank and short answers. In Unit 3 learners are also expected to use terminology when delivering their pitch.

   Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar

   Getting pupils ready

   Year 7

   Pupils build a word wall of ten retail words such as customer, stock, profit and online, and use each one in a sentence about a shop they know.

   Year 8

   Pupils match terms such as footfall, click and collect and loyalty scheme to definitions and local examples, then spell them correctly in a short quiz.

   Year 9

   Pupils write one precise sentence defining terms such as omni-channel, supply chain and greenwashing, each with an example from a Welsh retailer.

   Show the specification wording and the LNF statements

   Where it is in the specification: Section 3.1, AO1, page 42; Section 3.2, page 42; Unit 3, Section 3.3.2, page 40

   “Demonstrate knowledge and understanding of the retail and customer service sector”

   Progression step 3

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

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

   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.

   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.

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).