Skills for Life: Teamwork
Teamwork (Unit SfL 26) is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, from Entry 1 to Level 2. Learners learn the purpose of teamwork, team roles, skills and benefits, take part in a team activity, carry out a specific role from Level 1 and lead part of the activity at Level 2, then review how it went. The centre sets and marks the assignment. Digital demand is low: every criterion can be met face to face. Pearson's mapping names research on a device, video evidence and remote teamwork as digital links, and learners must acknowledge any AI used.
- Awarding body
- Pearson
- 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 (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: list, outline or identify teamworking skills, benefits and the purpose of teamwork, and demonstrate teamworking skills in a team activity, then say what went well and what did not. There are no mandatory evidence requirements; the centre sets and marks its own assignment (Pearson's Authorised Assignment Brief is optional), internally verified and checked by a Pearson Standards Verifier. Graded Pass or Fail. 20 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each level: describe (Level 1) or explain (Level 2) the purpose of teamwork, team roles, skills and benefits, and demonstrate a range of effective teamworking skills in a team activity while carrying out at least one specific role, with a leadership role at Level 2, then review performance and outcomes. Evidence is chosen by the centre, internally assessed and checked by a Pearson Standards Verifier. Graded Pass or Fail. 20 guided learning hours.
Skills that use Digital rights, licensing and ownership
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Acknowledging sources and AI in evidence
At every level learners must certify that their evidence is their own and acknowledge any AI tools they used, for example to research team roles. Using AI without acknowledging it is malpractice.
DCF: Digital rights, licensing and ownership, Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils add the website name and address under each fact on a teamwork poster.
- Year 8
- Pupils discuss when using a classmate's or a website's words without credit counts as plagiarism, using three short examples.
- Year 9
- Pupils ask an AI tool for tips on team leadership, check them against a reliable source and write a statement acknowledging the AI's part.
Show the specification wording and the DCF statements
Where it is in the specification: Unit SfL 26, Requirements relating to permitted/prohibited resources, page 123
“If learners use AI tools, they must acknowledge them clearly”
Progression step 3
I can understand that copying the work of others and presenting it as my own is plagiarism.
I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.
Progression step 4
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.
Good to know
- The unit is Unit SfL 26 and the unit summary lists it at 20 GLH ("SfL 26 Teamwork 20", Unit summary, page 5); it counts towards Skills for Life qualifications numbered C00/5443/4 to C00/5445/0 (Qualification titles, pages 3 to 4).
- A unit is achieved once, at one level: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- Level 2 requires leadership: "learners can be expected to take on a leadership role in at least one part of an activity, or a full activity" (Essential information for assessment decisions, Level 2, page 122). Level 1 learners carry out "at least one specific role" (page 121).
- Performance in the team activity must be evidenced, not assumed: "achievement cannot be inferred from performance" (Assessment requirements, page 9), so plan observation records, witness testimony or video.
- There is no set evidence format: "there are no mandatory evidence requirements and centres can select the type of evidence" (Essential information for assessment decisions, page 121). The compulsory teaching content is in Pearson's separate Teaching and Learning Support document (Unit content, page 121).
- AI may be used only if acknowledged: "A learner will have committed malpractice if they use AI tools without acknowledging them" (Requirements relating to permitted/prohibited resources, page 123).
- The supervision guidance has a copying error: both Entry 1 and Entry 2 say learners "require support but less than Entry Level 1" (Levels of supervision and support, page 122).
Links with other qualifications
Pearson maps this unit to the Health and Well-being statement "Healthy relationships are fundamental to our well-being" and its Annexe E names diversity and inclusion in teams, so it links to GCSE Physical Education and Health and to the work on roles and teams in GCSE Business and VCSE Retail and Customer Service. Within the WJEC Skills Suite it overlaps with Community Participation and Understanding Self and Others, which also rely on group work and respect for others. Compared with the WJEC Teamwork unit, which has four learning outcomes on roles, group tasks, respect for others and review, the Pearson unit has one criterion per level, requires a specific role from Level 1 and a leadership role at Level 2, and asks for a review at every level.
Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma specification, Issue 1, August 2026, Unit SfL 26: Teamwork.