Skills for Work: Using IT in the Workplace
Using IT in the workplace is a 20 hour Skills for Work unit, from Entry 1 to Level 2, that learners combine with other units into a Skills for Work Award, Certificate or Diploma. It is a digital unit throughout: learners find and organise work information with digital tools, create, edit and format workplace documents, communicate professionally by email, chat and video call, and use devices safely and responsibly. Every learning outcome is digital, and centres need computers or tablets with office style software. Level 2 adds comparing the reliability of sources, adjusting messages for different audiences, accessibility in formatting and rules on copyright, plagiarism and data protection.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- High
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Five learning outcomes with separate Entry 1, Entry 2 and Entry 3 assessment criteria. Evidence is compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
- Level 1 and Level 2: Five learning outcomes with separate Level 1 and Level 2 assessment criteria. Evidence is compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Skills that use Communication
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Communicating professionally with digital tools
Learners name or describe digital communication tools and polite features at Entry Level, send a simple workplace message and respond professionally at Level 1, and at Level 2 adjust messages for different work audiences or purposes and show how digital communication affects working relationships. The criteria require this, using tools such as email, chat and video calls.
DCF: Communication
Getting pupils ready
- Year 7
- Pupils send a polite email to their teacher with a clear subject line, a greeting and a sign off, attaching a piece of work.
- Year 8
- Pupils decide whether chat, email or a video call suits four work scenarios, then write a quick chat update and a formal email about the same news.
- Year 9
- Pupils write a reply to a customer complaint by email and a team update on a messaging platform about the same problem, then explain how the tone of each could affect the working relationship.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 4, page 5; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 to 4.4, page 7; Amplification of learning outcome 4, page 11
“Demonstrate how to adjust messages for different work-related audiences or purposes.”
Progression step 3
I can exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.
I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.
Progression step 4
I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).
Progression step 5
I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.
Good to know
- Each level has its own unit code: "S666E1", S666E2, S666E3, S666L1 and S666L2, and the unit is 20 guided learning hours (Unit overview, page 3).
- Equipment is required: "Centres will need access to computers or tablets with office-style software and simple simulated workplace tasks" (Resources required for delivery, page 15).
- Evidence can be collected digitally: the pack lists "screen recordings or annotated screenshots showing how learners use tools to organise files, format content, or send communications" and "reflective logs or video/audio diaries" (Sources of evidence, page 14), and the portfolio "is not limited to paper-based materials" (Skills for Life and Work specification, Section 4.1, page 18).
- Entry criteria are worded for action and talk, for example "with actions and words" (Entry 3, page 4), so a learner can demonstrate a skill while the teacher records it.
- The suggested tasks are optional: "These tasks are not mandatory." (Skills for Life and Work specification, Section 4.1, page 18).
- AI tools may be used only if acknowledged: AI misuse includes "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work" and "Incomplete or poor acknowledgement of AI tools" (Section 4.6, page 21). Teachers should check documents and messages created for this unit are the learner's own.
Links with other qualifications
The pack names Wellbeing in work, Customer service, Fairness and inclusion in the workplace, Working in Wales and Understanding the changing labour market as closely related Skills Suite units, and Online safety covers similar ground to learning outcome 5. File management, document creation, professional communication and safe use of devices link directly with GCSE Digital Technology, and safe and responsible use also with GCSE Computer Science. Creating workplace documents and messages with suitable tone links with GCSE Business and VCSE Retail and Customer Service, and the pack signposts construction as a sector where IT is used, which links with VCSE Built Environment.
Source: WJEC Using IT 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).