DCF Cymru Digital competence for Wales

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Skills for Work: Sustainable Economic Development

Sustainable Economic Development is a 20 hour Skills for Work unit, from Entry 1 to Level 2, in which learners find out what makes a workplace sustainable, how actions such as saving energy, recycling and travel choices affect the environment and community, then plan a sustainability strategy for their own setting, carry out activities and review their impact. 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. No criterion needs a digital tool, but the pack suggests spreadsheets for energy or waste data, presentations, online research and photo evidence.

Awarding body
WJEC
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of digital work
Low
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (what helps make a workplace sustainable, how sustainable actions affect the environment, creating a plan to support sustainability in a workplace setting, and taking part in sustainability activities), 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 (what contributes to a sustainable workplace and why it matters, how sustainable actions affect the environment, workplace or community, developing a strategy to improve sustainability, and taking part in sustainability activities and reviewing their impact), 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.

The digital skills in this qualification

  1. Recording and analysing environmental data in a spreadsheet

    Assessed: Taught, but not assessed

    Level 1 and Level 2 learners can monitor energy, water or waste use and record it in a spreadsheet, which helps with the Level 2 criteria that ask them to assess the impact and review the effectiveness of their activities. The spreadsheet itself is a suggested activity and a possible source of evidence, not a requirement. Entry learners do simpler monitoring, such as counting lights left on.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils count the lights left on in five classrooms at lunchtime for a week, type the counts into a spreadsheet and make a bar chart.
    Year 8
    Pupils record the weight of the recycling and general waste bins from their form room each day in a spreadsheet and use SUM and AVERAGE to compare the two.
    Year 9
    Pupils log meter readings or waste weights before and after a switch off campaign, use formulae to work out the percentage change and write two sentences on whether the campaign worked.
    Show the specification wording and the DCF statements

    Where it is in the specification: Suggested activities for Level 1 and 2 learners, page 14; amplification of learning outcome 4, page 12; sources of evidence, page 15

    “using digital tools or simple spreadsheets to record and analyse environmental data (e.g. energy use, recycling rates)”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    Progression step 4

    • I can perform analysis on simple data sets including grouping data as appropriate.

  2. Creating posters, leaflets or presentations to promote sustainable actions

    Assessed: Taught, but not assessed

    The suggested Level 1 and Level 2 activities include creating posters, leaflets or presentations about sustainability actions and their benefits, and leading small campaigns such as encouraging recycling. These are listed as possible evidence. Learners could make them by hand or digitally, so the digital version is suggested, not assessed.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils design a digital poster reminding classmates to switch off lights, choosing one image, a short slogan and a clear font.
    Year 8
    Pupils make a two sided digital leaflet about recycling at school, with icons for each bin and a short fact about why it matters.
    Year 9
    Pupils create a short presentation for a school assembly launching a waste reduction campaign, ask a teacher for feedback and improve the slides for a younger 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

    “creating posters, leaflets, or presentations about sustainability actions and their benefits”
    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 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 suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

  3. Laying out a sustainability plan or strategy

    Assessed: In coursework (non-examination assessment, NEA)

    Entry 3 learners create a simple sustainability plan, Level 1 learners outline a strategy with actions and timescales, and Level 2 learners develop a detailed strategy with actions, timescales and responsibilities. The plan or strategy is required, but producing it digitally, for example as a table or timeline, is the centre's choice.

    DCF: Sourcing, searching and planning digital content, Creating digital content

    Getting pupils ready

    Year 7
    Pupils use a word processor table to plan three steps for a class recycling bin, with a column for what will be done and when.
    Year 8
    Pupils plan a two week energy saving project in a shared document, using a table with actions, dates and who is responsible for each.
    Year 9
    Pupils build a simple timeline or Gantt style chart in a spreadsheet for a school sustainability strategy, with actions, deadlines, responsibilities and resources.
    Show the specification wording and the DCF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criterion 3.2, page 6; Level 1 and Level 2, learning outcome 3, assessment criterion 3.2, page 8

    “Develop a detailed sustainability strategy, including actions, timescales and responsibilities”
    Progression step 3

    • I can independently create and plan work before beginning a digital task.

    Progression step 4

    • I can select and effectively use a variety of planning techniques.

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

  4. Researching sustainable practice online and acknowledging sources

    Assessed: Taught, but not assessed

    A suggested Level 1 and Level 2 activity is researching examples of sustainable practice in local businesses, organisations or communities and presenting the findings, and the pack lists websites such as Keep Wales Tidy and Natural Resources Wales. The shared specification treats unacknowledged use of AI tools or sources as malpractice, so any online research needs to be referenced. The research is suggested, not assessed.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils search for one local business that recycles or uses solar panels and note the web address where they found it.
    Year 8
    Pupils find two Welsh organisations that run eco projects, compare what each does in a short table and list their sources.
    Year 9
    Pupils research how a local business cuts its energy or waste, use at least three sources, judge which is most reliable and present the findings with a reference list.
    Show the specification wording and the DCF statements

    Where it is in the specification: Suggested activities for Level 1 and 2 learners, page 14; resources available to support delivery, pages 16 and 17; Skills for Life and Work specification, section 4.6, page 21

    “researching examples of sustainable practices in local businesses, organisations, or communities, and presenting findings”
    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.

  5. Capturing photo and video evidence of sustainability activities

    Assessed: Taught, but not assessed

    Learners at every level take part in sustainability activities, and the sources of evidence include photographs or video clips of learners doing the tasks and recordings of learners presenting their projects. Taking and organising this media is a way to evidence the learning outcome 4 criteria, not a skill the criteria assess.

    DCF: Creating digital content, Storing and sharing

    Getting pupils ready

    Year 7
    Pupils take before and after photos of a tidied school garden bed and save them in a named folder.
    Year 8
    Pupils film a 30 second clip explaining a recycling station they set up and add a title and caption in a video editor.
    Year 9
    Pupils record and edit a short video of their sustainability activity with labelled photos, organise the files in a shared folder and add a voiceover explaining the impact.
    Show the specification wording and the DCF statements

    Where it is in the specification: Entry Level, learning outcome 4, page 6; Level 1 and Level 2, learning outcome 4, page 8; sources of evidence, page 15

    “photographs or video clips of learners carrying out sustainability tasks”
    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 manage files and folders locally or online, e.g. move files to a folder.

    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.

Good to know

Links with other qualifications

The pack names Enterprise venture, Sustainability in action, Financial literacy and Business finance as closely related Skills Suite units, with further links to Science and technology in everyday life, Skills in the natural environment, Ethical choices, Rights and responsibilities in the workplace and Jobs of the future. It also points to GCSE Geography, GCSE Business, GCSE Mathematics for modelling sustainability initiatives (GCSE Mathematics and Numeracy in Wales) and GCSE science on ecosystems, which fits GCSE The Sciences and GCSE Integrated Science. It names vocational awards in Retail Business and Engineering, which match VCSE Retail and Customer Service and VCSE Engineering on this page. The spreadsheet and presentation work also suits GCSE Digital Technology.

Source: WJEC Sustainable economic development 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).