Skills for Work: Understanding the Changing Labour Market
Understanding the Changing Labour Market is an Open Awards Skills for Work unit in which learners learn about jobs and sectors, the factors that change the labour market, such as supply and demand, technology and the economy, and how to choose and plan a career using labour market information. Each level, from Entry 1 to Level 2, is a separate 20 hour, 2 credit unit, assessed through school-designed tasks collected in a portfolio and judged Pass or Fail. Digital demand is medium: technological development is part of the unit aim, and Level 1 and Level 2 learners must use labour market information, with careers websites and LMI platforms such as Careers Wales named as sources, but Entry levels use mostly printed or picture material.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Medium
- Specification
- Open the specification
How this unit is assessed
- Entry Level 1 (CBM236), Entry Level 2 (CBM237) and Entry Level 3 (CBM238): Three outcomes at each Entry level: know about jobs, know that jobs change, and identify job preferences or career options. Criteria rise from identifying jobs and tasks from images, videos or role play and choosing a job with a simple reason (Entry 1), through identifying jobs, workplaces, two factors that affect jobs and the skills needed for a job (Entry 2), to describing jobs in two sectors, outlining skills, explaining a simple cause and effect of labour market change, and outlining steps to a realistic job (Entry 3). Provider-designed tasks such as matching, sorting, profile and planning tasks, collected in a portfolio. 20 guided learning hours and 2 credits at each level, Pass or Fail.
- Level 1 (CBM239): Six criteria across three outcomes: describe a range of job sectors and roles and changes in jobs, explain at least two labour market factors such as supply and demand, technological change, economic conditions and training initiatives, explain how two factors affect job opportunities, identify a realistic career option using labour market information, and explain the steps to reach it. Provider-designed tasks collected in a portfolio. 20 guided learning hours, 2 credits, Pass or Fail.
- Level 2 (CBM240): Six criteria across three outcomes: describe at least two labour market influences and their impact on job availability, types and skills, explain how individuals can adapt through reskilling, upskilling and lifelong learning and why adaptability matters, select a career option using labour market evidence such as careers websites and local data, and justify it against external factors. Provider-designed written, research, planning and discussion tasks collected in a portfolio. 20 guided learning hours, 2 credits, Pass or Fail.
Skills that use Identity, image and reputation
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Identifying digital skills for jobs and upskilling
Entry 2 guidance gives a coder needing digital and IT skills as an example of matching skills to a job, Level 1 sectors include digital and technology roles such as IT technician, and Level 2 learners explain how people adapt, with learning digital skills given as an example. These are examples within assessed criteria, not requirements.
DCF: Health and well-being, Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils list the digital skills they use in school, such as typing and searching, and match each to a job that needs it.
- Year 8
- Pupils compare two job adverts and highlight the digital skills each asks for, then rate their own confidence in each.
- Year 9
- Pupils plan how they would build one digital skill for a chosen career, such as a free online course, and check their online profile would suit an employer.
Show the specification wording and the DCF statements
Where it is in the specification: Entry 2, criterion 3.1, page 14; Level 1, criterion 1.1, page 18; Level 2, criterion 2.1, Indicative Content page 21
“Examples may include learning digital skills”
Progression step 3
I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.
Progression step 4
I can reflect on the role of digital media in my life and habits.
I can understand that I have a digital footprint and that this information can be searched, copied and passed on.
Progression step 5
I can build a positive reputation in the context of employment prospects, e.g. use social media responsibly.
Good to know
- Each level is a separate unit with its own code, worth 2 credits and 20 guided learning hours: CBM236 (Entry 1), CBM237 (Entry 2), CBM238 (Entry 3), CBM239 (Level 1) and CBM240 (Level 2); every unit page states "Guided Learning Hours: 20" (Unit Content, pages 11 to 20). The qualification guide lists it under Skills for Work units (Level 1 Qualification Guide, page 22).
- Only one level counts in a qualification: "with the exception of British Sign Language (BSL), units with the same title at different levels are barred for completion within the same qualification" (Level 1 Qualification Guide, Qualification Units, page 17).
- Tasks are set by the school: the unit is "assessed through assessment tasks and activities designed by the provider" and "All assessment criteria must be met in full for the learner to be awarded a 'pass'" (Assessment Approach, page 8). Unlike the other units in the suite, this section does not mention pre-course verification of tasks.
- Schools must provide labour market information: "Providers must ensure learners have access to appropriate labour market information, scaled to level", including "careers websites or LMI platforms (e.g., Careers Wales)" (Use of Labour Market Information, page 7).
- Staff need careers experience rather than a set qualification: they must "have experience in careers education", personal development or employability, and "Formal occupational qualifications are not mandated" (Staffing Resources, page 6).
- Evidence goes in a portfolio, on paper or digital, and "Wherever possible, e-portfolios are encouraged" (Assessment Approach, page 8).
- The unit specification has no rule on AI tools; the qualification guide only requires that evidence must "Be the learner's own work" (Level 1 Qualification Guide, Assessment Conditions, page 30).
- Document slips: the Level 1 unit is labelled "Level: One (2)" (page 17); the Level 1 assessment task table is a copy of the Entry 3 table (page 10); Level 1 criterion 1.2 is written as guidance, "Learners describe changes in jobs" (page 17); the Level 2 criterion asks learners to describe factors but the guidance says "Analysis should go beyond description" (page 21); and the unit aim says it is for "Skills for Life" or "Skills for Life and Work" qualifications although it is a Skills for Work unit (page 3).
Links with other qualifications
The unit links with GCSE Business and Geography, which cover the economy, employment sectors and change, and with GCSE Digital Technology, which looks at the impact of automation and AI on work. Within the WJEC Skills Suite, Careers and Preparing for work share researching careers and planning pathways. Within the Open Awards Skills Suite, Business Finance and Financial Literacy give money skills linked to work, and Online Safety supports safe use of careers sites. Compared with the Pearson Understanding the changing labour market unit, the Open Awards unit names Careers Wales and LMI platforms as resources, and at Level 2 adds AI, automation and digital platforms as factors and learning digital skills as a way to adapt.
Source: Open Awards Skills for Work Unit Specification, Understanding the Changing Labour Market, Entry Level 1 to Level 2.