Skills for Work: Exploring Career Pathways
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Pearson.
Exploring career pathways is a Skills for Work unit in which learners research job roles and longer career pathways, compare their own skills, behaviours, attitudes, knowledge and experience with what employers need, and plan their route into a chosen job. It is one 20 hour unit that learners combine with others into a Pearson Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2, and it is assessed internally by the centre. Digital demand is medium: from Entry 3 the criteria require research from several sources, with the internet named as an example, and Pearson maps the unit to digital search and presentation. Learners must reference sources and acknowledge any AI used.
- Corff dyfarnu
- Pearson
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each Entry level: learners state simple information about a job they may be interested in (Entry 1), outline information about a chosen job role or career pathway (Entry 2), or identify information from different sources about an occupational pathway and a career pathway (Entry 3), and give the steps or a basic plan for entry to a chosen job role. Evidence is assessed internally by the centre through a centre-devised assignment, which can be based on Pearson's Authorised Assignment Brief, and is quality assured by Pearson standards verification. 20 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each level: learners describe (Level 1) or explain (Level 2) information from a range of sources about different occupational and career pathways, compare their own skills with the entry requirements, and produce a structured plan (Level 1) or a detailed and realistic plan with strategies for progression (Level 2) for entry to a chosen job role. Evidence is assessed internally by the centre and quality assured by Pearson standards verification. 20 guided learning hours.
Y sgiliau digidol yn y cymhwyster hwn
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Searching online for job and career information
Entry 1 and Entry 2 learners research a job role with support, Entry 3 learners use at least two sources, and Level 1 and Level 2 learners use at least three or four sources about at least two occupational pathways and one career pathway. Research from several sources is required by the assessment criteria; the internet is given as an example source alongside publications and job descriptions.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search a careers website for a job they like and bookmark the page that lists its main tasks and qualifications.
- Blwyddyn 8
- Pupils try different keywords to find entry requirements for one job on two websites and save both pages in a shared folder.
- Blwyddyn 9
- Pupils use advanced search terms such as quotation marks and site: to find a local job advert, an apprenticeship listing and a course page for the same career.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfW 4, assessment criteria Entry 3 to Level 2, page 26; Essential information for assessment decisions, Entry 3 to Level 2, pages 27 to 28
“the internet, local and national publications, job descriptions”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu storio canlyniadau chwilio i’w defnyddio yn y dyfodol, e.e. creu nod tudalen, ychwanegu at ffefrynnau.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu defnyddio ystod o chwiliadau cymhleth yn annibynnol, e.e. a/neu/+/-/ddim.
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Judging and referencing careers information and acknowledging AI
The unit's aim is for learners to locate, organise, evaluate and present information, and at every level they must reference the sources they used and acknowledge any AI tools. Referencing and AI acknowledgement are required for every submission; judging reliability is in the aim rather than a separate criterion.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils copy the website name and date beside each fact on a job fact sheet and say why they should not copy whole sentences.
- Blwyddyn 8
- Pupils compare salary information for one job on an official careers site and a forum post, decide which is more reliable, and reference both.
- Blwyddyn 9
- Pupils evaluate three sources about an apprenticeship, justify which they trust most, reference them properly, and add a note on any AI tool they used.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfW 4, Purpose and Aim, page 26; Requirements relating to permitted/prohibited resources, page 29
“they have clearly referenced any sources and any artificial intelligence used”
Cam cynnydd 3
Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Cam cynnydd 4
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Organising and comparing career information in digital tables
Entry 3 learners compare their own skills, behaviours, attitudes, knowledge and experience with the requirements they have found, and Level 1 and Level 2 learners describe or explain how these compare for each pathway. The comparison is required, but organising it in a digital table or document is only one way of doing it; the centre chooses the evidence format.
DCF: Llythrennedd gwybodaeth a data, Creu cynnwys digidol, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a two column table in a word processor listing what a chosen job needs and which of those things they already have.
- Blwyddyn 8
- Pupils build a comparison table in a spreadsheet for two jobs, with rows for qualifications, skills, hours and starting pay.
- Blwyddyn 9
- Pupils create a structured digital document comparing two occupational pathways and one career pathway against their own skills audit, with headings and a summary table.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfW 4, Purpose and Aim, page 26; Essential information for assessment decisions, Entry 3 to Level 2, pages 27 to 28
“locate, organise, evaluate and present information when considering the range of opportunities available”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Cam cynnydd 4
Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
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Presenting career research and plans digitally
Learners produce a plan for entry to a chosen job, a basic plan at Entry 3, a structured plan with progression routes at Level 1, and a detailed, realistic plan with strategies for progression at Level 2. Pearson maps the unit to digital presentation, but presenting the plan digitally is not required, since there are no mandatory evidence requirements.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a three slide presentation about a job they would like, with a title, a picture and three facts.
- Blwyddyn 8
- Pupils design a one page digital poster showing the steps into a chosen job as a timeline, and check it is clear for a Year 6 audience.
- Blwyddyn 9
- Pupils present a career plan in slides or a short video, choosing the format to suit their audience and explaining why they chose it.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfW 4, assessment criteria Entry 3 to Level 2, page 26; Annexe C, SfW 4 Digital Links, page 118
“Research career pathways, identify skills and qualifications, create plans.”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
Da gwybod
- The unit is listed as "SfW 4 Exploring career pathways 20", so it is 20 guided learning hours (Unit summary, page 5); the Level 1 Skills for Work Award, for example, is qualification "C00/5473/9" (Qualification titles, page 4).
- A unit can be passed only once: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- The number of sources rises with the level: Level 1 learners use "at least three sources about at least two occupational pathways" (Essential information for assessment decisions, page 28), so schools need access to careers websites, job descriptions or local publications.
- Evidence is flexible: "there are no mandatory evidence requirements and centres can select the type of evidence" (Essential information for assessment decisions, page 27), and the teaching content is in the separate "Teaching and Learning Support document" (Unit content, page 27).
- AI may be used but must be acknowledged: "A learner will have committed malpractice if they use AI tools without acknowledging them" (Requirements relating to permitted/prohibited resources, page 29).
- The Skills for Work specification still refers to the other pathway in places: "Every unit in our Skills for Life qualifications includes an Authorised Assessment Brief" (Authorised Assignment Briefs, page 8), which appears to be a copying error, and the Entry 3 guidance contains the slip "e.g. they requirements" (page 27).
- Pearson separates an occupational pathway (one specific job) from a career pathway (a long term plan across different jobs), and from Entry 3 learners must research one of each (Essential information for assessment decisions, pages 27 to 28).
Cysylltiadau â chymwysterau eraill
The research and planning in this unit link to the WJEC Skills Suite units Personal development planning, Jobs of the future and Applying for jobs, and the work related focus links to GCSE Business and to any WJEC VCSE or Foundation that looks at job roles and progression in a sector, such as Retail and Customer Service. Compared with the WJEC Exploring career pathways unit, which is also 20 guided learning hours and has four learning outcomes ending in presenting information about a chosen career, the Pearson unit has one criterion per level and goes further on planning: Level 1 learners set short and medium term goals and identify progression routes, and Level 2 learners also identify barriers to entry and strategies to overcome them. Neither the WJEC nor the Pearson unit requires a particular digital product.
Ffynhonnell: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfW 4: Exploring career pathways.