Skills for Work: Interview and Confidence Techniques
Interview and confidence techniques is a 20 hour Skills for Work unit, from Entry 1 to Level 2, that learners combine with other units into a Skills for Work or Skills for Life and Work Award, Certificate or Diploma. Learners find out what interviews are for, plan and prepare for one, practise answering questions, including with the STAR technique at Level 2, and show confident presentation in a mock interview before reflecting on how it went. Digital demand is low. No criterion needs a computer; digital work sits in suggested activities such as researching an organisation online, preparing a CV, and recording mock interviews to review them.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Low
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (the purpose of an interview, ways to prepare, responses to interview questions, positive personal presentation and confidence), each with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, unit codes S659E1, S659E2 and S659E3.
- Level 1 and Level 2: Four learning outcomes (interview requirements and employer expectations, planning and preparing, strategies for answering questions, confident presentation and communication), each with assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, unit codes S659L1 and S659L2.
The digital skills in this qualification
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Researching an organisation and role online
At Level 1 and Level 2 learners describe or analyse the interview requirements for a specific role, and the amplification suggests researching the organisation and the role to do it. The criteria require the understanding but not online research, so the digital searching is taught, not assessed.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils use a search engine to find the website of a local leisure centre and note three facts about what it does and who works there.
- Year 8
- Pupils search for a real apprenticeship advert, try two different sets of keywords, and record the role, the employer and the skills asked for in a table, with the web address of each source.
- Year 9
- Pupils research an employer for a mock interview using its website, a news article and a careers site, then judge which source is most reliable and write three likely interview questions from what they found.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.2, page 6; amplification of learning outcome 2, page 8; suggested activities, page 9
“researching the organisation and role”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can begin to reference sources used in my work, and consider if content is reliable.
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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Preparing a CV and interview documents
At Level 1 and Level 2 the amplification for planning and preparing includes getting documents and evidence ready, such as a CV and certificates, and the overview says digital competence can come from creating CVs. Learners must produce an interview preparation plan, but making a CV on screen is only suggested, so the digital part is taught, not assessed.
Getting pupils ready
- Year 7
- Pupils type a short profile about themselves in Word with a heading, two bullet lists of skills and hobbies, and a clear font.
- Year 8
- Pupils build a one page CV from a template in Word or Google Docs, using headings, bullet points and consistent formatting for each section.
- Year 9
- Pupils adapt their CV for a specific job advert, reorder the sections so the most relevant skills come first, and save a checklist of documents to bring to interview in a shared folder.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 6; amplification of learning outcome 2, page 8; Integral and cross-curricular skills, page 4
“preparing documents and evidence (e.g. CV, certificates)”
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 explore and develop a range of formal text document structures for different audiences and purposes.
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Recording and reviewing practice interviews
At Entry 3 learners reflect on their strengths and areas to improve after a practice interview, and at Level 2 they evaluate their own interview performance. Suggested activities and evidence include video or audio recordings of mock interviews for self-review; the reflection is required, but recording and reviewing it digitally is taught, not assessed.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils film a partner giving a one minute talk about a hobby on a tablet and watch it back to spot one thing they did well.
- Year 8
- Pupils record a two question practice interview on a tablet, trim the clip, and add comments with a peer about eye contact and pace.
- Year 9
- Pupils record a full mock interview, watch it with a feedback checklist, then record the weakest answer again and compare the two clips to show what improved.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 4, assessment criterion E3 4.2, page 5; Level 1 and Level 2, learning outcome 4, assessment criterion L2 4.2, page 6; suggested activities and sources of evidence, page 9
“video or audio recording mock interviews/interview situations for self-review”
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 invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
Progression step 4
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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Preparing for video and telephone interviews
At Level 1 and Level 2 the amplification asks learners to adapt responses to the question and the interview format, and the Careers Wales resources listed in the pack cover preparing for video and telephone interviews. No criterion names an online interview, so this is taught, not assessed.
DCF: Communication
Getting pupils ready
- Year 7
- Pupils list the differences between talking to someone face to face, on the phone and on a video call, and say when each is best.
- Year 8
- Pupils join a short Teams call with a partner and check their camera, microphone, lighting and background before answering one question.
- Year 9
- Pupils take part in a practice video interview on Teams or Google Meet, set up their space and mute settings themselves, and note how answering on screen differed from a face to face interview.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criterion L2 3.2, page 6; amplification of learning outcome 3, page 8; resources available to support delivery, page 10
“Preparing for video and telephone interviews is as important as it is for face to face interviews”
Progression step 3
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).
Good to know
- The unit has five codes, one per level: "S659E1" to S659L2, and is 20 guided learning hours (Unit overview, page 3). Only one level counts: "only the highest level of the unit achieved will count towards the GLH" (specification section 2.2, page 10).
- No special kit is needed: "Assessment of this unit should not require any specific resources." (Resources required for assessment, page 12), and delivery uses "standard classroom environments" (page 10).
- Evidence can be recorded or photographed. Sources of evidence include "video or audio recordings of mock interviews/interview situations (where appropriate)" and "photographic evidence of interview preparation activities or role-play" (Sources of evidence, page 9). The portfolio "is not limited to paper-based materials" (specification section 4.1, page 18).
- Evidence sampled by WJEC "must be provided digitally by the centre" (specification section 5.2, page 23), so paper plans and observation records need scanning.
- Written work is kept light: "extended written work is not required unless appropriate" and assessors judge the standard, "not spelling or presentation unless specifically assessed" (Sources of evidence, page 9).
- AI rules apply to CVs, plans and reflections. Learners "risk committing malpractice if AI is misused", and misuse includes "Failing to acknowledge use of AI tools when they have been used as a source of information." (specification section 4.6, page 21).
- Suggested assessment tasks "are not mandatory"; teachers may use them, adapt them or write their own (specification section 4.1, page 18).
Links with other qualifications
The pack names Personal development planning, Exploring career pathways, Jobs of the future and Applying for jobs as Skills for Work units to deliver alongside this one, giving a route from self-awareness and research to applying for roles and performing at interview; Applying for jobs is where the CV and application are written and assessed. It also names GCSE English Language and Literature, where formal spoken presentation and listening build the same speaking skills, and VCSE Public Services, where interviews and selection processes are part of the vocational context. None of these adds much digital work: the shared digital thread is online research about an employer and recording practice interviews for review.
Source: WJEC Interview and confidence techniques 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).