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 Sourcing, searching and planning digital content
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Finding work information with search tools
Learners show or demonstrate how to find information for work at Entry Level, locate information with a digital tool at Level 1, and select and compare reliable sources at Level 2. The criteria require this, and the amplification adds search techniques such as keywords, filters and help tools.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils use a search engine to find the opening times and phone number of a local leisure centre and bookmark the page.
- Year 8
- Pupils find product information for a school trip supplier, trying different keywords and filters until the results are useful, and note which search worked best.
- Year 9
- Pupils find the same workplace information, such as minimum wage rates, on two websites, compare how reliable each is and explain which they would trust at work.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 2, assessment criteria 2.1, page 4; Level 1 and Level 2, learning outcome 2, assessment criteria L1 2.1 and L2 2.1, page 6; Amplification of learning outcome 2, page 10
“use search techniques such as keywords, filters or help tools to narrow results”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can store search results for future use, e.g. bookmark, add to favourites.
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.
Progression step 5
I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.
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).