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Skills for Work: Exploring Career Pathways

Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.

Exploring career pathways is a 20 hour Skills for Work unit in which learners find out about jobs, sectors, qualifications and progression routes, reflect on their own interests and skills, and present what they find. It is one unit that learners combine with others into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma. Digital work sits in researching careers websites such as Careers Wales, judging whether sources are reliable, organising findings in a comparison chart or job matrix, and presenting with a slideshow or digital presentation. The criteria never insist on a computer, so the same evidence can be produced on paper or orally.

Corff dyfarnu
CBAC
Lefel
Entry Level 1 to Level 2
Oriau dysgu dan arweiniad
20
Addysgu gyntaf
Medi 2027
Faint o waith digidol
Canolig
Pecyn uned
Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
  • Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (types of jobs and sectors, locating and organising basic job information, own interests and skills, presenting information about a chosen career), evidence compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S657E1, S657E2 and S657E3
  • Level 1 and Level 2: Four learning outcomes (jobs, sectors, skills and qualifications, researching and organising career pathway information, reflecting on interests, skills and aspirations, presenting findings about career options), evidence compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S657L1 and S657L2

Y sgiliau digidol yn y cymhwyster hwn

  1. Searching careers websites for job information

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners find information about jobs and career pathways, from one source at Entry 1 to a variety of sources at Level 1 and a range of reliable sources at Level 2. Using sources is required by the assessment criteria, and the amplification names careers websites such as Careers Wales, Jobs in Wales and Working Wales, although sources can also be leaflets, posters and interviews.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use the Careers Wales job information pages to find two facts about a job they like, such as what a paramedic does each day, and copy the page title and link into their notes.
    Blwyddyn 8
    Pupils search for the same job on Careers Wales and on one other careers website, changing their keywords when the results are not useful, and note which site gave clearer information.
    Blwyddyn 9
    Pupils research one career pathway from three websites, check who wrote each page and when it was updated, and explain to a partner which source they trust most and why.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Entry Level, learning outcome 2, assessment criteria 2.1, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1, page 6; amplification of LO1 and LO2, pages 7 and 8

    “Use a range of reliable sources to gather in-depth information on different career pathways.”
    Cam cynnydd 3

    • Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.

    • 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 chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.

    • Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.

  2. Organising career information in a comparison chart or job matrix

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners organise what they find, from a simple table or list at Entry Level to clearly organised information at Level 1 and a structured summary at Level 2. Organising information is required by the assessment criteria; building the comparison chart, career profile or job matrix in a word processor or spreadsheet is a suggested route from the amplification, not a requirement.

    DCF: Llythrennedd gwybodaeth a data, Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils make a two column table in a word processor listing two jobs with one task and one place of work for each.
    Blwyddyn 8
    Pupils build a spreadsheet comparing four jobs by sector, typical duties, qualifications needed and starting pay, and sort the rows by sector.
    Blwyddyn 9
    Pupils create a job matrix for three sectors with columns for entry qualifications, key skills and progression routes, then group the jobs by the qualification level needed and write one sentence on what the grouping shows.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 2, assessment criteria 2.2, page 6; amplification of LO2, page 8

    “organising information: using a comparison chart or report”
    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 dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.

  3. Creating a presentation on chosen career pathways

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners present information about a chosen career, from one picture or word list at Entry 1 to a presentation at Level 2 that uses an appropriate format and terminology. Presenting is required by the assessment criteria at every level; the amplification lists PowerPoint, slideshow and digital presentation alongside posters, talks and written reports, so a digital format is a choice rather than a requirement.

    DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils make a three slide presentation about a job they are interested in, with a title, a photo and three facts on each slide.
    Blwyddyn 8
    Pupils create a slideshow for their tutor group comparing two careers, choosing a consistent layout and adding speaker notes so they can talk rather than read the slides.
    Blwyddyn 9
    Pupils design a presentation on a career pathway from GCSE to job, with a timeline graphic of qualifications and progression routes, then explain why they chose that layout for a Year 7 audience.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Entry Level, learning outcome 4, assessment criteria 4.1, page 5; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 and 4.2, page 6; amplification of LO4, page 8

    “Present this presentation using appropriate format and terminology.”
    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 defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.

    • 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.

  4. Acknowledging sources and AI tools in research

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    The shared specification treats unacknowledged AI use as malpractice, including failing to acknowledge AI tools used as a source of information and giving misleading references. Learners at every level who research careers online need to note where information came from; this is a rule for producing portfolio evidence, not an assessment criterion.

    DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils add the website name and link under every fact on their job fact sheet, and talk about why copying a whole page is not their own work.
    Blwyddyn 8
    Pupils keep a simple source list at the end of their careers research, including a line saying if and how they used an AI chatbot.
    Blwyddyn 9
    Pupils compare an AI chatbot's description of a job with the Careers Wales job profile, note any differences, and reference both properly in their write up.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Skills for Life and Work specification, section 4.6, page 21

    “Failing to acknowledge use of AI tools when they have been used as a source of information.”
    Cam cynnydd 3

    • Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.

    • 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.

    Cam cynnydd 4

    • Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.

    • Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.

  5. Saving online research as portfolio evidence

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    The pack lists printouts or screenshots of online research, such as job profiles from Careers Wales, as possible evidence, and the specification says a portfolio is not limited to paper. Learners at any level may capture, name and store this evidence, but it is a suggested evidence source rather than an assessment criterion.

    DCF: Cyfnewid a rhannu gwybodaeth, Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils take a screenshot of a job profile and save it into a folder called Careers with a clear file name.
    Blwyddyn 8
    Pupils bookmark the careers pages they use and save screenshots into subfolders for each job they research.
    Blwyddyn 9
    Pupils organise a shared online folder of careers research with links to their screenshots and documents, setting it so their teacher can view but not edit.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Possible sources of evidence, page 9; Skills for Life and Work specification, section 4.1, page 18

    “printouts or screenshots from online research tasks”
    Cam cynnydd 3

    • Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.

    • 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 rheoli dolenni i ffeiliau, gan roi ystyriaeth i ganiatâd a lleoliadau ffeiliau, e.e. mae rhai systemau storio ffeiliau'n defnyddio hyperddolenni deinameg felly os newidir lleoliad ffeil mae'r ddolen yn aros yr un peth, yn wahanol i systemau eraill sy'n golygu bod hyperddolenni'n torri o ganlyniad i newid lleoliad ffeil.

Da gwybod

Cysylltiadau â chymwysterau eraill

The pack names VCSE Retail and Customer Service as a possible link, since that qualification also looks at job roles and progression in a sector. Within the Skills Suite, the pack suggests delivering this unit alongside Personal development planning, Jobs of the future, Applying for jobs, Interview and confidence techniques, Work experience, Career creativity, Rights and responsibilities in the workplace, Understanding the changing labour market and Working in Wales.

Ffynhonnell: WJEC Exploring career pathways unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).