Skills for Work: Rights and Responsibilities in the Workplace
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Agored Cymru.
Rights and Responsibilities in the Workplace is an Agored Cymru Skills for Work unit in which learners learn the legal responsibilities of employers, employee rights and responsibilities, and how to support others and challenge employers and peers when rights are not being met. It is a 20 hour unit at each of Entry 1, Entry 2, Entry 3, Level 1 and Level 2, combined with other units into an Agored Cymru Skills for Work or Skills for Life and Work Award, Certificate or Diploma, and assessed internally through a centre-devised task that follows the mandatory Summative Assessment Package. Digital demand is low. No assessment criterion asks for technology. The only digital requirement is that the role-play challenge must be captured on video or in annotated photographs, while learners are expected to research online when they prepare their own reference materials and may submit their evidence digitally. AI tools are banned in the assessment.
- Corff dyfarnu
- Agored Cymru
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Level 2 (Unit ID CDS079, Unit Code HE62CY012) and Level 1 (Unit ID CDS080, Unit Code HE61CY009): Two learning outcomes. Level 2 learners describe at least three legal responsibilities of employers, two employer expectations for presentation, punctuality and behaviour, four employee rights and three employee responsibilities (to employers, peers and themselves), then describe three ways to support others, identify three actions to improve how responsibilities are met, demonstrate challenging an employer and a peer in a simulated setting, and reflect on how effective that was. Level 1 learners outline the same content with lower minimums and no criterion on improving how responsibilities are met. There are no prescribed assessment methods, except that role-play with video and/or annotated photographic evidence and an assessor observation statement is required for the challenge criterion (AC 2.3 at Level 2, AC 2.2 at Level 1). 20 guided learning hours, 2 credits. Centre-devised task under the mandatory Summative Assessment Package, internally assessed and moderated by Agored Cymru, graded Pass or Fail.
- Entry Level 3 (Unit ID CDS081, Unit Code HE6E3CY002): Two learning outcomes. Learners give examples of at least four legal responsibilities of employers, two employee responsibilities to their employer and peers, and four employee rights, give three ways to support others whose rights are not being met, demonstrate in a simulated setting at least two ways of challenging employers, and state how those actions can be effective. Role-play with video and/or annotated photographic evidence and an assessor observation statement is required for AC 2.2. 20 guided learning hours, 2 credits, internally assessed, Pass or Fail.
- Entry Level 2 (Unit ID CDS082, Unit Code HE6E2CY001) and Entry Level 1 (Unit ID CDS083, Unit Code HE6E1CY001): Two learning outcomes. Learners list employee rights and employee responsibilities (at least three of each at Entry 2, two at Entry 1), then demonstrate in a simulated setting at least two ways of supporting others who are treated unfairly and at least two ways of acting when rights are not met (Entry 2), or what to do when others are not treated fairly by employers or with respect by colleagues (Entry 1). Role-play with video and/or annotated photographic evidence and an assessor observation statement is required for LO2. 20 guided learning hours, 2 credits, internally assessed, Pass or Fail.
Y sgiliau digidol yn y cymhwyster hwn
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Recording a role-play as video or annotated photographs
At every level learners must show in a simulated setting how to challenge an employer or peer, or how to support someone treated unfairly, and this must be evidenced by video and/or annotated photographs with an assessor observation statement. Learners need to film or photograph a short scene, add brief annotations that show which criterion each image covers, and store the files so they can be submitted. The assessor can do the filming, so the recording skill is shared, but the evidence itself must be digital media.
DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth, Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils take 3 photographs of a short role-play about asking a manager for a break, and add a one line caption to each saying what is happening.
- Blwyddyn 8
- Pupils film a 1 minute role-play in which a worker raises a concern with a supervisor, then trim the clip and save it with a clear file name in a class folder.
- Blwyddyn 9
- Pupils plan, film and annotate a role-play of a worker making a formal complaint, agreeing with the actors beforehand who may see the video and where it will be stored.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Prescribed Assessment Methods, Level 2 page 70, Level 1 page 72, Entry 3 page 74, Entry 2 page 76, Entry 1 page 78; Appendix A, Permitted evidence types, page 106
“role-play - video and/or annotated photographic evidence with assessor observation statement is required for AC 2.3”
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 rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Rwy'n gallu meddwl yn feirniadol am wybodaeth a gaiff ei rhoi ar-lein, e.e. effaith rhannu delweddau a fideos, metadata o ddelweddau a fideos.
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 deall bod ffotograffau, lleoliadau a thagiau yn gallu cael eu tracio ar-lein ac yn gallu gwneud dewisiadau deallus yn unol â hynny.
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Researching rights at work online to prepare reference materials
Learners must prepare their own reference materials before the summative assessment, and centres are expected to give access to technology for basic internet research to help generate assessment evidence. In this unit that means finding current information on employee rights such as the minimum wage, employer legal duties such as training and supervision, and grievance procedures. The research is preparation for the task, not something a criterion assesses, and the notes must be the learner's own.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use given keywords to search a teacher chosen website for 3 rights that young workers have, and bookmark the pages they used.
- Blwyddyn 8
- Pupils change their search terms to find the current minimum wage rate for their age group, and note the date the page was last updated.
- Blwyddyn 9
- Pupils search several websites for what a grievance procedure is, decide which source is most reliable and current, and turn what they find into a one page set of notes in their own words.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section One, Resource Requirements, page 7; Appendix A, Resources and AI, page 106; amplification AC 1.3, page 68
“basic internet-based research to assist the generation of assessment evidence”
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.
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 gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Completing the assessment without AI and as the learner's own work
The Summative Assessment Package bans AI tools completely, requires direct supervision, and does not allow drafting or redrafting. Learners therefore need to understand that copying text from AI tools or websites and presenting it as their own is not allowed, and to write their evidence from their own reference materials. This is an assessment condition that applies to all evidence for the unit.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils compare a paragraph they wrote about rights at work with one copied from a website, and discuss why only the first counts as their own work.
- Blwyddyn 8
- Pupils make a short list of the sources behind their notes on workplace rights, so their own notes are clearly separate from what they read.
- Blwyddyn 9
- Pupils discuss why using an AI chatbot to answer an assessed task is malpractice, then write a timed answer on employer responsibilities using only their own notes.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Appendix A, Assessment parameters, Supervision and Resources and AI, page 106
“AI tools must not be used at all.”
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.
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Presenting and submitting evidence in digital formats
Evidence may be submitted as digital or written documents, audio, video or an e-portfolio through online submission, and Agored Cymru's exemplars are built in Microsoft Word. Learners who type their descriptions of rights and responsibilities, or upload their role-play video to an e-portfolio, need to lay out a simple document and manage files. Written documents are allowed instead, so the digital route is a choice, not a requirement.
DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils type a short fact sheet listing 3 employee rights, using a heading and bullet points.
- Blwyddyn 8
- Pupils upload a typed fact sheet and a photograph from a role-play to an online class folder and check both files open.
- Blwyddyn 9
- Pupils build a simple e-portfolio page for a workplace rights task, with a typed explanation, a linked video and a clear order that a reader can follow.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Appendix A, Permitted evidence types, page 106; Section Five, Exemplars of summative assessment evidence, page 98
“E-portfolio, through online submission.”
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 lanlwytho ffeiliau o yriant lleol i storfa ar-lein.
Cam cynnydd 4
Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
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Responsible behaviour, privacy and professionalism online at work
The unit's own Digital Competence mapping says it encourages understanding of digital rights, privacy and online professionalism and introduces safe, ethical and responsible use of technology at work. This fits the employee responsibilities to employers, peers and themselves in AC 1.4, such as following workplace rules, but no criterion or amplification asks for anything digital, so it can be taught as an example and is not assessed.
DCF: Ymddygiad ar-lein a bwlio ar-lein, Hunaniaeth, delwedd ac enw da
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort examples such as posting a photo of a customer or sharing a work password into acceptable and unacceptable behaviour for an employee.
- Blwyddyn 8
- Pupils read a simple staff social media policy and write 3 rules an employee would need to follow.
- Blwyddyn 9
- Pupils discuss a case where an employee posts a complaint about a colleague online, and explain the responsibilities that were broken and a better way to raise the issue.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Rights and Responsibilities in the Workplace, Digital Competence mapping, page 80; AC 1.4 amplification, page 69
“Encourages understanding of digital rights, privacy, and online professionalism”
Cam cynnydd 3
Rwy'n gallu arddangos ymddygiad priodol ar-lein a defnyddio ystod o strategaethau i ddiogelu fy hun ac eraill rhag peryglon posibl, bwlio ac ymddygiad amhriodol ar-lein, e.e. diffodd sylwadau ar gyfryngau digidol, rhoi gwybod am ddefnyddwyr a’u blocio.
Rwy'n gallu nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.
Cam cynnydd 4
Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.
Rwy’n gallu deall goblygiadau gweithredoedd ar-lein, gan gynnwys fy ôl-troed digidol a goblygiadau cyfreithiol rhannu deunydd amhriodol.
Da gwybod
- Every level is the same size: each unit record shows "GLH 20" and "Credit: 2" (unit headers, pages 68, 71, 73, 75 and 77). The Pearson unit of the same name is 10 guided learning hours.
- The role-play is the one fixed method: "role-play - video and/or annotated photographic evidence with assessor observation statement is required for AC 2.3" (Level 2 Prescribed Assessment Methods, page 70). The same requirement applies to AC 2.2 at Level 1 and Entry 3 and to LO2 at Entry 2 and Entry 1 (pages 72, 74, 76 and 78).
- The challenge must be acted out, not written about: "To be demonstrated in a simulated setting" (amplification, AC 2.3, page 69).
- The Summative Assessment Package is binding: it is "mandatory for summative assessment" and "Centres must stay within the parameters set out in all sections below" (Appendix A, page 105).
- AI is banned outright, not just to be acknowledged: "AI tools must not be used at all." (Appendix A, Resources and AI, page 106). Pearson and WJEC allow acknowledged AI use.
- Learners bring their own notes: "Learners must produce their own reference materials" in preparation for the summative assessment (Appendix A, Resources and AI, page 106).
- The work is done once, under supervision: "Drafting and redrafting are not permitted in this summative task." and "All assessment production must be completed under direct supervision" (Appendix A, page 106).
- Assessment time is short: "20 GLH incorporates assessment time of no more than 60 minutes." (Appendix A, Duration and timing, page 106). This has to cover the role-play and the written or recorded criteria.
- Evidence can be digital: the permitted formats are "Digital (or written) documents", audio, video and "E-portfolio, through online submission." (Appendix A, Permitted evidence types, page 106).
- There is no second attempt: "There are no resubmission opportunities available for these qualifications." (Section Five, Resubmissions, page 99).
- Only one level counts: "multiple levels of the same unit title are not permitted" when units are aggregated (Section Two, Unit aggregation, page 9).
- Learners are expected to have "basic literacy, digital and numeracy skills" (Restrictions on Learner Entry, page 7), and centres must give access to technology for "basic internet-based research to assist the generation of assessment evidence" (Resource Requirements, page 7).
- Legal content must be current: "Assessors should have up to date knowledge of this topic." (Assessor and Resource Requirements, page 70). Unlike Pearson, the specification does not say the law must be the law that applies in Wales.
- The unit's own mapping claims more digital content than the criteria contain: it "Introduces safe, ethical, and responsible use of technology in the workplace" (Digital Competence mapping, page 80), but no criterion or amplification mentions technology.
- The unit text has slips. It refers centres to "Section Four of the Specification for Assessor Requirements" (page 70), but Section Four has no assessor requirements. The Entry 3 criterion asks for "At least four legal responsibilities" (page 73), more than the three asked at Level 1 and Level 2. The What Matters statement given at every level is "Developing physical health and well-being has lifelong benefits." (page 70), which does not fit a unit on rights at work. Appendix A's permitted evidence types do not list photographs, although the unit requires annotated photographic evidence as an alternative to video.
Cysylltiadau â chymwysterau eraill
The work on employment law, equal pay, fair treatment and grievance procedures links with GCSE Social Studies, and the employer and employee duties give context for GCSE Business. Agored Cymru lists Fairness and Inclusion in the Workplace, Working in Wales, Wellbeing and Work and Using IT in the Workplace among its 19 Skills for Work units, and Everyday Law and Equality, Diversity and Inclusion among its Skills for Life units; Using IT in the Workplace is where workplace digital skills are assessed, and Working in Wales is one of the 6 units written out in this specification. Compared with the WJEC unit of the same name, the Agored unit is the same size (20 guided learning hours) but has two learning outcomes instead of four, does not ask learners to read an employment contract or find an advice organisation's contact details, and adds a required role-play captured on video or annotated photographs. Compared with the Pearson unit, which is 10 guided learning hours and leaves the evidence type to the centre, the Agored unit fixes the role-play method, bans AI rather than requiring it to be acknowledged, and allows no resubmission.
Ffynhonnell: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Rights and Responsibilities in the Workplace.