Skills for Work: Jobs of the Future
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Jobs of the future 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 look at how technology, climate action and other changes are reshaping work, find examples of emerging jobs, identify the skills and qualifications those jobs need, and write a plan to improve their own employability. Digital demand is medium. Technology, automation and AI are part of the content and Level 2 learners explain how digital skills support employability; online research, digital presentations and labour market data are suggested ways of working.
- 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 (the job market is changing, jobs that may exist in the future, skills and qualifications for future jobs, improving opportunities for future work), 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 S660E1, S660E2 and S660E3.
- Level 1 and Level 2: Four learning outcomes (how and why the job market is changing, exploring future jobs and industries, skills, qualifications and personal qualities for future jobs, developing own employability through study and training), 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 S660L1 and S660L2.
Y sgiliau digidol yn y cymhwyster hwn
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Researching emerging jobs online
At Level 1 learners identify a range of future jobs and industries, and at Level 2 they research and present examples of emerging jobs across different industries. The criterion requires the research but not where it comes from; suggested activities use online resources and employer websites, and Entry Level learners can use pictures, short videos or simple articles.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search the Careers Wales website for one job that uses technology and note what the job involves and how to get into it.
- Blwyddyn 8
- Pupils search for three new jobs in renewable energy using different keywords, bookmark the useful pages and list the source of each job.
- Blwyddyn 9
- Pupils research two emerging jobs in different industries from at least three websites, judge which source is most up to date and reliable, and reference each one.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 6; amplification of learning outcome 2, page 8; suggested activities, page 9
“research and present examples of emerging jobs or industries, using online resources”
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.
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Presenting findings as a digital presentation or infographic
Level 2 learners must present examples of emerging jobs, and a suggested activity is a digital presentation or infographic showing how personal skills match future work trends. Posters, collages and spoken presentations also meet the criteria, so the digital format is taught, not assessed.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a two slide PowerPoint about a future job with a picture, a title and three bullet points.
- Blwyddyn 8
- Pupils design an infographic in Canva about a green job, choosing icons and a colour scheme that make the key facts easy to read.
- Blwyddyn 9
- Pupils build a short presentation matching their own skills to two future jobs, then explain to the class why they chose that layout and what they would change after feedback.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 2, assessment criterion L2 2.1, page 6; suggested activities, page 9; Sources of evidence, page 9
“create a digital presentation or infographic showing how personal skills match future”
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.
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.
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Explaining how technology and digital skills are changing work
Learners point out or describe changes in the job market, which the amplification lists as new technology, more online work, automation and AI, and Level 2 learners explain how transferable and digital skills will support future employability. This understanding is assessed, though it is knowledge about technology rather than hands on digital work.
DCF: Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort picture cards of jobs into ones that used to be done by hand and ones now done with computers or machines.
- Blwyddyn 8
- Pupils list the digital tools a family member uses at work and discuss which tasks would have been done differently twenty years ago.
- Blwyddyn 9
- Pupils read a short article about automation or AI in one industry and explain one job it creates, one it changes, and the digital skills a worker would need.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level, learning outcome 1, assessment criteria 1.1 and 1.2, page 5; Level 1 and Level 2, learning outcomes 1 and 3, assessment criteria 1.1, 1.2 and L2 3.2, page 6; amplification of learning outcomes 1 to 3, pages 7 and 8
“change from manual to digital tasks, more online work and using technology for communication”
Cam cynnydd 3
Rwy'n gallu adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.
Cam cynnydd 4
Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
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Comparing labour market information
A suggested Level 1 and Level 2 activity is comparing local and national labour market information to find growing and declining sectors, and the overview says learners may interpret simple labour market data or trends. No criterion requires data handling, so this is taught, not assessed.
DCF: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a simple bar chart of jobs in their area by sector and say which sector employs the most people.
- Blwyddyn 8
- Pupils copy job numbers for five sectors into a spreadsheet, sort them and make a bar chart.
- Blwyddyn 9
- Pupils put local and Wales wide job figures for two years into a spreadsheet, calculate the change for each sector and pick out the fastest growing and fastest shrinking ones.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Suggested activities, page 9; Sources of evidence, page 10; Integral and cross-curricular skills, page 4
“compare local and national labour market information (LMI) to identify growing and”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Cam cynnydd 4
Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.
Rwy'n gallu dadansoddi setiau data mawr a nodi tueddiadau lle bo hynny’n briodol.
Da gwybod
- The unit has five codes, one per level: S660E1, S660E2, S660E3, S660L1 and S660L2, and is 20 guided learning hours (Unit overview, page 3). 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 11). Online research and digital presentations are suggestions, so the unit can be delivered with limited computer access.
- Digital products are accepted as evidence: "digital presentations, slideshows, or infographics produced by learners" and "video or audio recordings of learners presenting or role-playing job scenarios" (Sources of evidence, pages 9 and 10). 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 posters and collages need photographing.
- AI is a topic in this unit and also a malpractice risk. Learners "risk committing malpractice if AI is misused", including "Copying or paraphrasing sections of AI-generated content" (specification section 4.6, page 21), so research on future jobs must be in learners' own words with AI use acknowledged.
- Suggested assessment tasks "are not mandatory"; teachers may use them, adapt them or write their own (specification section 4.1, page 18).
Cysylltiadau â chymwysterau eraill
The pack names GCSE Digital Technology and VCSE Engineering as linked WJEC qualifications: Digital Technology covers how digital systems and AI change organisations and work, and Engineering covers the technical routes into roles such as robotics and renewable energy that this unit uses as examples. It also names Computer Science AS/A Level as a later link. In the Skills for Work suite it sits with Exploring career pathways, Understanding the changing labour market, Applying for jobs, Interview and confidence techniques, Work experience, Career creativity, Rights and responsibilities in the workplace and Working in Wales; Understanding the changing labour market shares the labour market data work.
Ffynhonnell: WJEC Jobs of the future 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).