Skills for Work: Overcoming Barriers
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Pearson.
Overcoming barriers is a Pearson Skills for Work unit in which learners identify emotional, situational and communication barriers at work, explain their effects on confidence, teamwork and task performance, and suggest strategies and communication methods to overcome them, often through role play and a short task plan. It is one 10 hour unit that learners combine with others into a Pearson Skills for Life or Skills for Work Award, Certificate or Diploma. The centre sets and marks the assignment. Digital demand is low: no criterion needs a digital tool, and digital work sits in choosing communication methods and in optional video, chart and online research evidence.
- Corff dyfarnu
- Pearson
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 10
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- 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 of Entry 1, Entry 2 and Entry 3, rising from listing a few workplace barriers, their effects on task performance and basic ways to overcome them (Entry 1) to identifying a range of barriers, their effects on teamwork and task performance, and strategies to overcome them (Entry 3). Assessed internally by the centre through a centre-devised assignment, often using role play or a workplace scenario, with Pearson standards verification. 10 guided learning hours, graded Pass or Fail.
- Level 1 and Level 2: One assessment criterion at each level: learners describe (Level 1) or explain (Level 2) a range of workplace barriers, their impact on confidence, teamwork and task performance, and suggest suitable strategies and communication methods to overcome them. The guidance also expects a plan with steps, roles based on personal strengths and a timeline. Assessed internally by the centre, with Pearson standards verification. 10 guided learning hours, graded Pass or Fail.
Y sgiliau digidol yn y cymhwyster hwn
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Choosing communication methods to overcome barriers
Level 1 and Level 2 learners suggest suitable communication methods to overcome workplace barriers, and Level 2 learners show different communication approaches in their problem solving strategies. The specification does not name digital channels, so comparing face to face, phone, email or message is one way to meet it. The communication methods are required by the Level 1 and Level 2 criteria; the digital element is not.
DCF: Cyfathrebu
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort cards showing workplace messages, such as a shift change or a complaint, into the best way to send each one: face to face, phone, email or text.
- Blwyddyn 8
- Pupils write a polite email to a supervisor asking for clearer instructions about a task, using a subject line and a clear request.
- Blwyddyn 9
- Pupils compare how a misunderstanding could be solved by a quick message, a video call or a face to face chat, and justify the best choice in a short table.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfW 10, assessment criteria Level 1 and Level 2, page 53; Essential information for assessment decisions, Level 2, page 56
“suggest suitable strategies and communication methods to overcome them”
Cam cynnydd 3
Rwy'n gallu dangos dealltwriaeth o fanteision ac anfanteision gwahanol ffurfiau ar gyfathrebu ar-lein a phryd y mae'n briodol eu defnyddio, e.e. esbonio pryd y gallai cynadledda fideo fod yn fwy priodol nag e-bost, ac fel arall; esbonio manteision ac anfanteision defnyddio negeseuon sydyn mewn cyd-destunau cymdeithasol; siarad am ddiben a chynulleidfa.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio gwahanol ddulliau cyfathrebu ar-lein at ddibenion penodol, a hynny gyda lefel uwch o fedrusrwydd, e.e. creu a rheoli llyfr cyfeiriadau, trefnu cysylltiadau, defnyddio nodweddion uwch y darparwr e-bost (llofnod, ateb awtomatig, derbynneb darllen, wijets).
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Recording role play as video or audio evidence
The Level 2 guidance says learners may produce video or audio evidence of professional teamwork and problem solving, and Pearson's mapping suggests short videos for body language and tone activities. Teachers otherwise record observations of role play. This is a suggested evidence format, not a requirement.
DCF: Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils film a 30 second role play of asking for help on a tablet and watch it back to check their tone of voice.
- Blwyddyn 8
- Pupils record two versions of the same workplace conversation, one passive and one assertive, and trim the clips into a short comparison video.
- Blwyddyn 9
- Pupils film a group role play of solving a team problem, add captions naming each strategy used, and save it with a clear file name for a portfolio.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfW 10, Essential information for assessment decisions, Level 1 and Level 2, pages 55 to 56; Annexe C, page 120
“video or audio evidence demonstrating professional teamwork and problem-solving”
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.
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.
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Presenting barriers and strategies in tables, charts and concept maps
Evidence at Entry 2 to Level 2 typically includes tables, concept maps and annotated sketches linking barriers to their effects, and Level 2 learners may produce comparative tables or charts of barriers and strategies across situations. These can be made digitally, but the specification does not require it. This is a suggested evidence format, not a requirement.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a two column table in a word processor listing three barriers in a busy café and one way to deal with each.
- Blwyddyn 8
- Pupils build a digital concept map linking barrier types, emotional, situational and communication, to their effects on a team task.
- Blwyddyn 9
- Pupils create a comparison chart in a spreadsheet or slides showing how the same barrier affects a shop, an office and a kitchen, with a strategy for each.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfW 10, Essential information for assessment decisions, Entry 2 to Level 2, pages 54 to 56
“comparative tables or charts that explain barriers and strategies across situations”
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.
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Researching workplace barriers and support online
Pearson's mapping suggests online resources for equality, diversity and inclusion and for communication, and the unit content covers barriers such as physical access and the frameworks that reduce them. Learners can search for and check this information online, but no criterion requires it.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search a careers website for one tip on feeling confident at work and record the web address next to it.
- Blwyddyn 8
- Pupils use refined search terms to find how employers make workplaces accessible and note two examples with their sources.
- Blwyddyn 9
- Pupils compare advice on workplace adjustments from two websites, judge which is more reliable and explain why.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfW 10, Annexe C, page 120; Annexe E, page 128
“online resources for EDI/communication; digital evidence formats”
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.
Da gwybod
- The unit is SfW 10 and is worth 10 guided learning hours (Unit summary, page 5). The unit summary also uses "Overcoming barriers" as the heading for a group of five units, SfW 6 to SfW 10, so check that the right unit is entered.
- A unit counts once, at one level: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- The unit aim mentions "developing strategies to challenge others" (Purpose and Aim, page 53), but the assessment criteria only ask about barriers, their effects, strategies and communication methods, so challenging others is not separately assessed.
- Centres choose the evidence: "there are no mandatory evidence requirements and centres can select the type of evidence" (page 54). Teachers "may observe professional communication in role-play or workplace simulation" (Level 1, page 55), and Level 2 learners may produce "video or audio evidence" (page 56).
- The guidance refers to scenario settings that the specification does not describe, such as "in the café, the sorting room" (Entry 1, page 54); these come from Pearson's assignment materials, and the unit content is in the separate Teaching and Learning Support document (page 54).
- AI must be acknowledged: "A learner will have committed malpractice if they use AI tools without acknowledging them" (Requirements relating to permitted/prohibited resources, page 57).
- Document slips: this Skills for Work specification says "Every unit in our Skills for Life qualifications includes an Authorised Assessment Brief" (page 8), the units section points to "Section 6 Glossary" when the glossary is Section 7 (page 11), and Annexe E has the typo "eduation" in this unit's row (page 128).
Cysylltiadau â chymwysterau eraill
Overcoming barriers links with the WJEC Skills Suite units Interview and confidence techniques, Building a growth mindset, Wellbeing and work, Teamwork and Fairness and inclusion in the workplace, which share resilience, professional communication and equality, diversity and inclusion; Pearson's own mapping gives this unit a direct diversity link through equality, diversity and inclusion and disability access barriers. The workplace and inclusion themes also link with GCSE Social Studies. Compared with the WJEC Overcoming barriers unit, both are 10 guided learning hours, but WJEC has three learning outcomes including communicating choices, preferences and points of view and challenging others, while Pearson assesses one criterion per level on barriers, their effects on confidence, teamwork and task performance, and strategies and communication methods, with a planned task in its guidance. For the digital side, Using IT in the workplace is where learners practise digital workplace communication.
Ffynhonnell: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma Qualifications Specification, Issue 1, August 2026, Unit SfW 10: Overcoming barriers.