Skills for Work: Rights and Responsibilities in the Workplace
Rights and Responsibilities in the Workplace is a 20 hour Skills for Work unit, from Entry 1 to Level 2, about employees and employers, employee rights and responsibilities, employment contracts, responsible behaviour, equality and fairness, and where to get advice about problems at work. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Digital demand is low. The only digital step in the criteria is the Level 1 task of finding contact details for an advice organisation, which the pack expects to be done with a search engine. Online research and presentations are suggested, not required.
- 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 difference between an employee and an employer, basic rights and responsibilities of employees, behaving responsibly with other people at work, and where to get support and guidance), with separate 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.
- Level 1 and Level 2: Four learning outcomes (employee rights and responsibilities including the employment contract, personal and social responsibility, equality, respect and fairness at work, and seeking advice and guidance), with separate 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.
Skills that use Evaluating and improving digital content
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Presenting research and comparisons in digital documents
Suggested Level 1 and Level 2 activities include using tables to compare employee rights with employer responsibilities, and the sources of evidence list presentations of research findings, completed comparison tables and screenshots of research. These are possible ways to evidence the criteria, not requirements, and the pack says extended written work is not required unless appropriate.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils make a two column table in a word processor listing three school rules and the responsibility each one gives pupils, and format the headings so the table is easy to read.
- Year 8
- Pupils build a three slide presentation on rights and responsibilities at a sports club, with one image and one short point per slide, and paste in a screenshot of where they found each fact.
- Year 9
- Pupils produce a one page digital comparison table setting five employee rights against the matching employer responsibilities, then turn it into a short presentation for Year 7 and adjust the wording for that audience.
Show the specification wording and the DCF statements
Where it is in the specification: Suggested activities for Level 1 and 2 learners, page 14; sources of evidence, page 15
“comparison tasks: using tables to compare employee rights with corresponding employer responsibilities”
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 ensure my output is appropriate for specific purposes.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can explore and develop a range of formal text document structures for different audiences and purposes.
Good to know
- Unit codes run from Entry 1 to Level 2: "S663E1", "S663E2", "S663E3", "S663L1" and "S663L2", with 20 GLH (unit overview, page 3).
- No special equipment is needed: "Assessment of this unit should not require any specific resources" (page 16), and the unit "has been designed to be delivered using standard classroom environments" (page 16).
- Evidence can be digital or oral. The sources of evidence include "screen shots of research activities" and "recording of practical demonstrations of evidence, such as role-plays or discussions" (page 15), and the specification says the portfolio "is not limited to paper-based materials" (section 4.1, page 18).
- Learners should not be held back by written work: "extended written work is not required unless appropriate" (sources of evidence, page 15).
- Evidence sent for external quality assurance must be digital: "all evidence submitted for sampling must be provided digitally by the centre" (specification section 5.2, page 23).
- AI misuse is malpractice. Examples include "Copying or paraphrasing whole responses of AI-generated content." and "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 optional: "These tasks are not mandatory." Teachers may use, adapt or replace them (specification section 4.1, page 18).
- The pack notes that planned UK limits on social media use by under 16s "may impact some of our qualifications" (page 2), which matters if learners would research workplace issues through social media.
Links with other qualifications
The pack names Understanding the changing labour market, Working in Wales, Fairness and inclusion in the workplace and Wellbeing and work as closely related Skills Suite units, and the Sustainable economic development pack lists this unit as a link. The Skills for Life units Everyday law and Equality, diversity and inclusion cover rights, equality and where to get help outside work. Among the GCSEs, the work on equality, discrimination and rights links with GCSE Social Studies, and the work on employers, employees and contracts gives context for GCSE Business.
Source: WJEC Rights and responsibilities in the workplace 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).