Skills for Work: Exploring Career Pathways
Exploring Career Pathways is an Open Awards Skills for Work unit offered at 5 levels, Entry Level 1 to Level 2, each a separate 20 guided learning hour unit. Learners move from recognising jobs and linking them to what they enjoy, to researching careers from several sources, analysing skills, qualifications and progression, and presenting a justified career plan. Evidence is collected in a portfolio, which may be an e-portfolio. Digital demand is medium: Digital is a listed cross-curricular skill and careers websites, digital resources and presentation software are named resources, and Level 2 learners must evaluate the reliability of their sources, though printed alternatives are allowed throughout.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Medium
- Specification
- Open the specification
How this unit is assessed
- Entry Level 1 (CBM176): Three learning outcomes: identify at least 2 jobs and state what a person does in one, identify jobs from images or descriptions and select one they like, and identify something they enjoy and match it to a job. Evidence through matching, picture selection, pointing, sorting and supported discussion. 20 guided learning hours, 2 credits.
- Entry Level 2 (CBM177): Three learning outcomes: identify at least 5 jobs and group them into categories, use a given source such as a video or simplified job advert to find and state one fact about a job, identify and match skills to jobs, and identify an interest and a strength and a linked job. 20 guided learning hours, 2 credits.
- Entry Level 3 (CBM178): Four learning outcomes: describe 2 jobs and identify a pathway into one, find information about a job from a given source and present at least 3 key pieces of information in a simple format such as a poster or worksheet, describe 2 of their own strengths and explain a job they are interested in, and describe 2 skills and 1 requirement for that job. 20 guided learning hours, 2 credits.
- Level 1 (CBM179): Five learning outcomes: describe 3 types of career pathway and explain an entry route, use at least 3 sources to explore 2 career options and present them in a structured way, describe skills and qualifications for a chosen pathway, describe own strengths and areas for development and identify a suitable pathway, and present the pathway and justify why it suits them. 20 guided learning hours, 2 credits.
- Level 2 (CBM180): Five learning outcomes and 7 criteria: compare 3 career pathways with advantages and limitations, use at least 3 sources to research 2 careers and evaluate the usefulness of those sources, assess own strengths and development needs using feedback, analyse the skills and qualifications required and explain progression, and present a structured career pathway plan justified with evidence. 20 guided learning hours, 2 credits.
The digital skills in this qualification
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Searching careers websites for information
Entry Level 2 learners use a given source such as a video, Entry Level 3 learners use a given source, and Level 1 and Level 2 learners must use at least 3 sources, with websites and job adverts named first. Careers websites are a listed resource, but printed equivalents must be offered where there is no digital access, so online searching is not required.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils watch a short careers video about a job they like and note 2 things the worker does each day.
- Year 8
- Pupils use a careers website to find the pay, hours and qualifications for 2 jobs, bookmarking each page.
- Year 9
- Pupils search for apprenticeships in a chosen sector near their town, using quotation marks and the place name to narrow the results.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 (CBM179), AC 2.1 indicative content, page 21; Physical Resources, page 7
“Learners must use at least three sources of information to find career”
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 independently use a range of complex searches, e.g. and/or/+/-/not.
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Evaluating the reliability of career information sources
Level 2 learners must evaluate the usefulness of the sources they used, covering reliability, relevance, appropriateness, types of information and accessibility. Many of these sources will be websites and online job adverts, so judging who published them and how current they are is central. This is required by the Level 2 criteria.
DCF: Sourcing, searching and planning digital content, Digital rights, licensing and ownership
Getting pupils ready
- Year 7
- Pupils compare a careers service web page with an unnamed forum post about the same job and say which they trust more and why.
- Year 8
- Pupils check the date, author and purpose of 3 careers web pages and record them in a simple reference list.
- Year 9
- Pupils rate 3 sources about a career for reliability, relevance and ease of use, and justify their ratings in a short table.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2 (CBM180), AC 2.2 indicative content, page 24
“Learners must evaluate the usefulness of the information sources they used including:”
Progression step 3
I can begin to reference sources used in my work, and consider if content is reliable.
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.
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Organising career information in tables and templates
Entry Level 3 learners present at least 3 key facts in a simple format such as a poster or worksheet, and Level 1 learners must present the information about 2 career options in a structured way such as tables or notes. Job profile templates and comparison tables are named resources. These can be paper or digital.
DCF: Sourcing, searching and planning digital content, Creating digital content
Getting pupils ready
- Year 7
- Pupils fill in a digital job profile template with the job title, tasks and workplace.
- Year 8
- Pupils build a table in a word processor comparing 2 jobs by hours, pay, skills and training.
- Year 9
- Pupils plan and build a comparison document for 3 careers with headings, a table and a short summary for each.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 (CBM179), AC 2.2 indicative content, page 21; Physical Resources, page 7
“Learners must present the information they find in a structured and clear way e.g., tables, notes, presentation, discussion.”
Progression step 3
I can independently create and plan work before beginning a digital task.
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.
Progression step 4
I can select and effectively use a variety of planning techniques.
I can explore and develop a range of formal text document structures for different audiences and purposes.
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Presenting a career pathway with presentation software
Level 1 learners present information about a chosen career pathway, including what it involves, entry and training requirements, types of work and skills, and Level 2 learners present a structured career plan. Presentation software is a listed resource where available, but posters, worksheets and spoken presentations also meet the criteria.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils make a 3 slide presentation about a job they like, with a picture and a short fact on each slide.
- Year 8
- Pupils present a career pathway in 5 slides, choosing a clear layout and a diagram of the route into the job.
- Year 9
- Pupils create a presentation of their own career plan, then explain why they chose its layout and what they would improve.
Show the specification wording and the DCF statements
Where it is in the specification: Physical Resources, page 7; Level 1, AC 5.1, page 22
“presentation software (where available)”
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 use software tools to enhance the outcomes for specific audiences.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
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Keeping an e-portfolio of career research
Learners collate evidence in a portfolio that can be digital or paper, and e-portfolios are encouraged wherever possible. Research notes, comparison tables, presentations and feedback from others can be kept and updated in one place as the career plan develops. The format is a recommendation, not a criterion.
DCF: Storing and sharing
Getting pupils ready
- Year 7
- Pupils save their job profile in a Careers folder and give it a clear file name.
- Year 8
- Pupils add hyperlinks to the careers websites they used into a research document stored in the cloud.
- Year 9
- Pupils keep a careers e-portfolio across the year, using version history to show how their plan changed after feedback.
Show the specification wording and the DCF statements
Where it is in the specification: Assessment Approach, page 8
“Wherever possible, e-portfolios are encouraged.”
Progression step 3
I can manage files and folders locally or online, e.g. move files to a folder.
I can create and share hyperlinks to local, network and online files.
Progression step 4
I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.
Good to know
- Each level is a separate 2 credit, 20 guided learning hour unit, CBM176 to CBM180: "Guided Learning Hours: 20" (Unit Content, pages 11 to 23; Qualification Guide, Qualification Units, page 21).
- Only one level counts in a qualification: "units with the same title at different levels are barred for completion within the same qualification" (Qualification Guide, Qualification Units, page 17).
- The provider writes the tasks, pre-course verification must confirm they cover every criterion, and "No partial award can be made if any assessment criteria is not met" (Assessment Approach, page 8).
- Evidence goes in a portfolio, digital or paper: "Wherever possible, e-portfolios are encouraged." Work is checked by internal quality assurance and then by Open Awards (Assessment Approach, page 8).
- Staff must "have experience in delivering careers education, personal development, or employability-related learning", and visiting speakers and employer input are optional resources (Staffing and Physical Resources, pages 6 to 7).
- Digital resources are expected but not compulsory: providers give access to "careers websites", "digital resources" and videos, and "Where digital access is not available, equivalent printed resources must be provided." (Physical Resources, page 7).
- Presentation software is optional: "presentation software (where available)" (Physical Resources, page 7).
- Every level lists "Literacy / Digital" as its cross-curricular skills (Unit Content, pages 13 to 25).
- At Level 2 the indicative content for AC 4.1 asks learners "to evaluate their own suitability for a chosen career pathway", which matches the title of learning outcome 3 rather than AC 4.1, and the justification required in AC 5.1 content has no criterion of its own (Level 2, page 24).
- The specification says nothing about the use of AI or about referencing sources. The text opens with the stray heading "Faith and Belief in the Community".
Links with other qualifications
Pearson and WJEC both have an Exploring career pathways unit at 20 hours; the Open Awards unit has five learning outcomes at Levels 1 and 2 and asks Level 2 learners to evaluate their sources and build a structured career plan. The research and planning link to GCSE Business and to any WJEC VCSE or Foundation that looks at job roles and progression in a sector, and to careers and work-related experience in the school curriculum. Within the Open Awards suite it pairs with Career Creativity and Work Experience, and the presentation work with Customer Service.
Source: Open Awards Skills for Work Unit Specification, Exploring Career Pathways, Entry Level 1 to Level 2 (units CBM176 to CBM180).