Skills for Life: Teamwork
Teamwork is a set of 5 Open Awards Skills for Life units, Entry 1 to Level 2, each 20 guided learning hours and 2 credits, for 14 to 16 year olds in Wales. Learners work in groups, take on roles, listen and communicate, plan and review, from taking a turn at Entry 1 to planning tasks, monitoring a deadline and assessing contributions at Level 2. The provider designs the tasks, much evidence comes from assessor observation, and Open Awards quality assures it. Digital is a named cross-curricular skill but digital demand is low: devices, email, group chat and shared checklists appear only as examples, so the digital work depends on the tasks the provider chooses.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Low
- Specification
- Open the specification
How this unit is assessed
- Entry Level 1 (CBM146), Entry Level 2 (CBM147) and Entry Level 3 (CBM148): Each Entry level is a separate 2 credit, 20 guided learning hour unit with 3 learning outcomes. Entry 1 learners work with others in a group task, take a turn, carry out a simple role, collect an item and show a positive response and listening. Entry 2 learners identify roles, give examples of what a team member does, identify their own task and the equipment needed, and give ways to help and listen. Entry 3 learners identify qualities of a good team member, explain 3 roles, take part in a planning discussion, use 2 pieces of equipment safely, say why listening matters and identify a positive contribution. Evidence comes from observation, demonstration, practical, identification, matching and reflection tasks designed by the provider, and every criterion must be met for a Pass.
- Level 1 (CBM149) and Level 2 (CBM150): Each level is a separate 2 credit, 20 guided learning hour unit with 3 learning outcomes. Level 1 learners outline the purpose of a team task, describe 3 roles, contribute to the task, communicate effectively, describe 3 positive outcomes and review their own contribution. Level 2 learners describe the importance of diverse roles, summarise 4 characteristics of an effective meeting, plan 3 tasks towards a shared objective, monitor progress against a deadline, reflect on the effectiveness of communication with a positive and a negative example, and assess their own and others' contributions. Tasks include explanation, practical, communication, planning, monitoring, evaluation and reflection tasks, with assessor observation.
The digital skills in this qualification
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Using devices safely to research and gather images for a group task
Entry 3 learners use at least 2 pieces of equipment safely in a team activity, with examples such as a digital camera to take photos for a group project or a tablet or laptop to search for images for a group presentation, and a team may need a researcher to look up facts on a computer. Learners choose search words, take or select suitable images and think about whose images they are using. Using equipment is an assessment criterion, but digital equipment is one option, so the digital part depends on the task set.
DCF: Sourcing, searching and planning digital content, Digital rights, licensing and ownership
Getting pupils ready
- Year 7
- In groups, pupils take turns as researcher to find 3 facts on a set topic and record the website for each.
- Year 8
- Pupils search for copyright-free images for a group poster using image search filters and note the licence for each.
- Year 9
- Pupils take photos for a group project with a tablet, agree which to use, and check that everyone pictured is happy for them to be shared.
Show the specification wording and the DCF statements
Where it is in the specification: Entry 3, AC 1.2 and 2.2, page 17
“using a tablet or laptop to search for images to include in a group presentation”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can understand that images can be edited digitally and can discuss rights and permissions associated with this.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.
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Communicating with team members by email, message and group chat
Level 1 learners communicate effectively with other team members, for example sending a polite email or message to share a saved document, and Level 2 learners reflect on the effectiveness of communication in the group, for example whether a group chat helped or hindered the clarity of instructions. Learners choose a suitable tone and channel, attach or link files, and judge when written messages work better or worse than talking. These are assessment criteria with digital examples.
DCF: Communication, Storing and sharing
Getting pupils ready
- Year 7
- Pupils write a polite email to a group member attaching their part of a project, with a clear subject line.
- Year 8
- Pupils share a document link with their group with the right edit or view permission and check everyone can open it.
- Year 9
- Pupils discuss a mock group chat where instructions were misunderstood and rewrite the key message so it is clear.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1, AC 2.2, page 20; Level 2, AC 3.1, page 24
“sending a polite email or message to a team member to share a saved document”
Progression step 3
I can exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.
I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.
Progression step 4
I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).
I can manage links to files, taking permissions and file locations into account, e.g. some file storage systems will utilise dynamic hyperlinks so that if a file location is changed the links remain intact, whereas changing file location could result in a broken hyperlink.
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Planning and tracking group work with shared digital tools
Level 2 learners plan at least 3 tasks towards a shared objective, for example with a to-do list naming who does each task or a simple Gantt chart, and monitor progress against the group deadline, for example with a shared digital checklist or a project log. Learners keep one shared, up to date plan the whole group can see and edit. These are assessment criteria at Level 2, with digital tools given as examples.
DCF: Collaboration, Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils make a shared to-do list for a group display, with a name and a tick box beside each task.
- Year 8
- Pupils build a simple Gantt chart in a spreadsheet for a 3 week group project, colouring cells for each task.
- Year 9
- Pupils run a group project from a shared online checklist, update it after each lesson and review whether they met the deadline.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2, AC 2.1 and 2.2, page 23
“using a shared digital checklist to tick off completed tasks as the deadline approaches”
Progression step 3
I can work with others to create an online collaborative project for a specific purpose, sharing and appropriately setting permissions for other group members, e.g. editing, commenting, viewing.
I can independently create and plan work before beginning a digital task.
Progression step 4
I can independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g. making use of online technology to share and present ideas to others.
I can select and effectively use a variety of planning techniques.
Good to know
- Each level is its own unit with its own code: "Unit Reference Number: CBM146" at Entry 1 to CBM150 at Level 2, each "Credit Value: Two (2)" and "Guided Learning Hours: 20" (Unit Content, pages 11, 13, 16, 19 and 22).
- Only one level can count in a qualification: "units with the same title at different levels are barred for completion within the same qualification" (Level 1 Qualification Guide, Qualification Units, page 17).
- The provider writes the assessment: "This suite of units has been designed to be assessed through assessment tasks and activities designed by the provider", with pre-course verification, internal quality assurance and external quality assurance by Open Awards (Assessment Approach, page 7).
- There is no partial credit: "All assessment criteria must be met in full for the learner to be awarded a 'pass'" (Assessment Approach, page 7).
- Evidence goes in a portfolio, paper or digital: "Wherever possible, e-portfolios are encouraged." (Assessment Approach, page 7). Much of the evidence is "Assessor observation of teamwork behaviours" (Entry 3 and Level 1 tasks, page 9), so observation records are needed.
- Resources include "access to digital devices where appropriate", role cards or badges, and "tools to support planning and organisation, e.g., checklists, templates or simple project plans" (Physical Resources, pages 5 and 6).
- Digital tools appear only as examples: "a 'Researcher' is needed to look up facts on a computer" and "using a tablet or laptop to search for images" (Entry 3, page 17), "sending a polite email or message" (Level 1, page 20), and "a shared digital checklist" and "a group chat" (Level 2, pages 23 and 24); none is required.
- The unit specification does not mention AI tools; the Open Awards Provider Handbook, which must be read alongside it, sets wider rules.
- Odd wording: the Level 2 unit gives its level in Welsh, "Level: Dau (2)" (page 22), Level 1 AC 3.2 asks learners to "Review own contribution" while its content says "outline at least three examples" (pages 19 and 20), and Level 2 AC 2.2 content reads "monitor and progress against the identified tasks" (page 23). Many unit texts also carry a stray first line, "Faith and Belief in the Community", from a template.
Links with other qualifications
Teamwork supports group work across the curriculum, especially GCSE Physical Education, the VCSEs and Foundations in Sport and Leisure, Hospitality and Catering, and Business, the Skills Challenge Certificate, and the Open Awards Work Experience, Community Participation and Exercise For All units. Its digital examples, shared checklists, Gantt charts and group chat, link to collaboration and planning in GCSE Digital Technology. Compared with the Pearson Teamwork unit, which includes working in remote or online teams, the Open Awards version is mostly face to face, with digital tools offered as optional examples, and adds the features of an effective meeting at Level 2.
Source: Open Awards Skills for Life Unit Specification, Teamwork, Entry Level 1 to Level 2.