Skills for Work: Applying for Jobs
Applying for Jobs is a set of 5 Open Awards Skills for Work units, Entry 1 to Level 2, each 10 guided learning hours and 1 credit, for 14 to 16 year olds in Wales. Learners identify their skills and interests, find vacancies and support such as Careers Wales, and complete applications, from typing their name into an interest form at Entry 1 to a tailored CV, application form and personal statement for a specific vacancy at Level 2. The provider designs and marks the tasks, real or simulated, and Open Awards quality assures them. Digital demand is medium: Digital is a named cross-curricular skill, and job websites and apps, formal emails with attachments, CVs and digital profiles run through the criteria and examples at most levels.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 10
- First taught
- September 2027
- Amount of digital work
- Medium
- Specification
- Open the specification
How this unit is assessed
- Entry Level 1 (CBM186), Entry Level 2 (CBM187) and Entry Level 3 (CBM188): Each Entry level is a separate 1 credit, 10 guided learning hour unit with 3 learning outcomes: personal skills and job interests, where to find jobs and support, and taking part in an application. Entry 1 learners identify a job of interest, a skill, a local job source and a person who can help, then complete a simple application such as typing their name into an interest form. Entry 2 learners identify skills, job types, places to find vacancies, a person and an organisation that give guidance, the information needed for an application and ways to contact an employer. Entry 3 learners explain 3 skills, link 3 job roles to interests, use a resource such as the Careers Wales website to find a local vacancy, explain how Careers Wales helps, complete an application form or CV and use formal communication such as an email or scripted phone call. Tasks are designed by the provider, the learner builds a portfolio, and every criterion must be met for a Pass.
- Level 1 (CBM189) and Level 2 (CBM190): Each level is a separate 1 credit, 10 guided learning hour unit with 4 learning outcomes. Level 1 learners outline their skills, qualities and aspirations, describe the requirements of 2 job roles, outline 4 job search resources in Wales with a benefit of each, explain 2 types of support, produce a structured CV or profile and a formal letter or email, apply for a job or placement adapting their materials, and review their performance. Level 2 learners assess their skills against 3 job roles, describe local employment trends, compare 2 job search methods, describe specialist guidance including Careers Wales, create a tailored CV, complete an application form and a personal statement or cover letter for a specific vacancy, and evaluate their performance using feedback. Real or simulated applications are allowed.
The digital skills in this qualification
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Searching job websites, apps and social media for vacancies
Entry 1 and Entry 2 learners identify places to find job information, such as the Careers Wales / Gyrfa Cymru website, Entry 3 learners use a resource such as the Careers Wales website or the Job Centre Plus app to find a local vacancy, Level 1 learners outline 4 resources such as company websites and social media business pages with a benefit of each, and Level 2 learners compare methods such as the Careers Wales digital platform, Indeed or LinkedIn against in-person routes. These are assessment criteria with online examples at every level.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils explore the Careers Wales website to find one job linked to a hobby and note 2 facts about it.
- Year 8
- Pupils search a job site for weekend jobs within 10 miles, use the filters, and bookmark 2 suitable adverts.
- Year 9
- Pupils compare finding a vacancy on a job site with asking at local shops, listing 2 advantages and 2 disadvantages of each.
Show the specification wording and the DCF statements
Where it is in the specification: Entry 1, AC 2.1, page 12; Entry 3, AC 2.1, page 18; Level 1, AC 2.1, page 21; Level 2, AC 2.1, page 25
“finding jobs via social media (LinkedIn) versus visiting local business parks in person.”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can store search results for future use, e.g. bookmark, add to favourites.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
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Sending formal emails with an attached CV
Entry 2 learners give ways to contact an employer, such as sending an email, Entry 3 learners use formal communication, such as drafting and sending a formal email asking a local business about weekend vacancies, and Level 1 learners prepare a formal letter or email to go with their application, such as an email with a formal salutation, a clear subject line and their CV attached. These are assessment criteria with email as a main example.
DCF: Communication, Creating digital content
Getting pupils ready
- Year 7
- Pupils write a polite email to a teacher with a clear subject line and attach a piece of homework.
- Year 8
- Pupils compare an informal message and a formal email asking the same question and list the differences in layout and tone.
- Year 9
- Pupils write a formal email to a mock employer asking about work experience, attach a one page profile, and check the file name and subject line before sending.
Show the specification wording and the DCF statements
Where it is in the specification: Entry 2, AC 3.2, page 15; Entry 3, AC 3.2, page 18; Level 1, AC 3.2, page 22
“Drafting an email to a manager that includes a formal salutation, a clear subject line, and an attachment of their CV”
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 explore and develop a range of formal text document structures for different audiences and purposes.
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Producing a CV and digital professional profile
Entry 3 learners complete an application form or CV with education history, contact details and skills, Level 1 learners produce a structured CV or profile, for example from a chronological template, a skills-based CV or a digital professional profile on a school platform, and Level 2 learners create a CV tailored to a specific vacancy, re-ordering content to match the essential criteria. Providers should have devices to create CVs and application materials. These are assessment criteria.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils make a one page "About Me" document with headings, a photo and bullet points for skills and hobbies.
- Year 8
- Pupils build a CV from a word processing template, using styles for headings and consistent formatting.
- Year 9
- Pupils adapt their CV for 2 different job adverts, re-ordering skills to match each, and explain the changes.
Show the specification wording and the DCF statements
Where it is in the specification: Entry 3, AC 3.1, page 18; Level 1, AC 3.1, pages 21 and 22; Level 2, AC 3.1, pages 25 and 26; Physical Resources, Digital Resources, page 7
“Developing a digital "Professional Profile" on a school-based platform”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can ensure my output is appropriate for specific purposes.
Progression step 4
I can explore and develop a range of formal text document structures for different audiences and purposes.
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
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Sharing personal information safely when applying online
Entry 2 learners identify personal information needed for an application, such as name, phone number, email address and home address, Entry 1 learners may click "Register" on a simulated job site, and providers must support learners when sharing personal information and use simulated tasks where necessary. Learners need to know what is safe to share, how to spot fake job adverts and what a public profile reveals. Identifying the information is assessed, but the online safety is a delivery requirement, so this is taught, not assessed.
DCF: Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils sort personal details into "safe to share on an application" and "never share", such as bank details and passwords.
- Year 8
- Pupils study 2 job adverts, one genuine and one scam, and list the warning signs in the scam.
- Year 9
- Pupils search their own name online, review what an employer could see and tidy the privacy settings of one account.
Show the specification wording and the DCF statements
Where it is in the specification: Entry 2, AC 3.1, page 15; Entry 1, AC 3.1, page 12; Safeguarding and Appropriateness, page 7
“Learners are supported when sharing personal information”
Progression step 3
I can identify the benefits and risks of giving personal information and device access to different software.
I can understand how to protect myself from online identity theft, e.g. identifying secure sites, phishing, scam websites.
Progression step 4
I can use strategies for guarding myself against identity theft and online scams that try to access my personal information.
I can understand that I have a digital footprint and that this information can be searched, copied and passed on.
Good to know
- Each level is its own unit with its own code: "Unit Reference Number: CBM186" at Entry 1 to CBM190 at Level 2, each "Credit Value: One (1)" and "Guided Learning Hours: 10" (Unit Content, pages 11, 14, 17, 20 and 24).
- 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), and this is a Skills for Work unit, so it counts towards the Skills for Work group (Rules of Combination, page 16).
- 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 8).
- There is no partial credit: "All assessment criteria must be met in full for the learner to be awarded a 'pass'" (Assessment Approach, page 8).
- Evidence goes in a portfolio, paper or digital: "Wherever possible, e-portfolios are encouraged." (Assessment Approach, page 8).
- Digital resources are expected where appropriate: access to "online job sites (where appropriate)" and devices to "search for jobs", "create CVs or application materials" and "record evidence" (Physical Resources, pages 6 and 7).
- Safeguarding applies to real applications: providers must ensure "Any real job applications are appropriate and supported", "Simulated tasks are used where necessary" and "Learners are supported when sharing personal information" (Safeguarding and Appropriateness, page 7).
- The content is set in Wales: Careers Wales / Gyrfa Cymru appears at every level and must be one of the Level 2 sources of specialist guidance (Level 2, AC 2.2, page 25).
- The unit specification does not mention AI tools; the Open Awards Provider Handbook, which must be read alongside it, sets wider rules.
- The Level 2 criteria look unfinished: 2 criteria are both numbered "3.2" (page 24), the only criterion in learning outcome 4 is AC 4.1 while the content calls it "AC 4.2" (pages 24 and 26), and the outcome title mentions preparing for applications with no matching criterion. Other slips include "jo vacancy" (Level 1, page 22) and calling Indeed "a generic search engine" (Level 2, page 25).
Links with other qualifications
Applying for Jobs sits well beside the Skills Challenge Certificate and Advanced Skills Baccalaureate Wales, the VCSE and Foundation in Business, GCSE Business, and the Open Awards Work Experience unit, which it naturally precedes. Searching job sites, writing formal emails and producing a CV link to GCSE Digital Technology and to the DCF Producing and Interacting and collaborating strands. Compared with the Pearson Applying for jobs unit, the Open Awards version is half the size, is rooted in Welsh services such as Careers Wales, Working Wales and the Apprenticeship Matching Service, and asks Level 2 learners to compare online and in-person job search methods.
Source: Open Awards Skills for Work Unit Specification, Applying for Jobs, Entry Level 1 to Level 2.