Skills for Work: Work Experience
Work Experience is a set of 5 Open Awards Skills for Work units, Entry 1 to Level 2, each 20 guided learning hours and 2 credits, for 14 to 16 year olds in Wales. Learners learn about jobs, prepare for and carry out work-related tasks in a real or simulated setting, work safely and review their performance, from a supervised task at Entry 1 to comparing placements, managing risks, monitoring a plan and judging their readiness for work at Level 2. The provider designs the tasks and Open Awards quality assures them. Digital is a named cross-curricular skill but digital demand is low: spreadsheets, task apps, laptops, screen safety and data confidentiality appear as examples, mostly at Level 1 and Level 2.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Low
- Specification
- Open the specification
How this unit is assessed
- Entry Level 1 (CBM226), Entry Level 2 (CBM227) and Entry Level 3 (CBM228): Each Entry level is a separate 2 credit, 20 guided learning hour unit. Entry 1 has 3 learning outcomes: identifying 2 jobs in a familiar setting and what people do, using suitable clothing or equipment and arriving on time, and carrying out a supervised task and tidying up. Entry 2 has 4: types of local work and the skills needed, suitable clothing and behaviour, taking part in and reviewing a work-related activity, and why being on time matters. Entry 3 has 4: outlining strengths and areas to improve, identifying health and safety signs and explaining timekeeping, selecting tools and communicating appropriately, and carrying out and explaining a task. Tasks are designed by the provider in a real or simulated work setting, the learner builds a portfolio, and every criterion must be met for a Pass.
- Level 1 (CBM229) and Level 2 (CBM230): Each level is a separate 2 credit, 20 guided learning hour unit with 4 learning outcomes. Level 1 learners describe 3 duties of a job role and 3 qualities employers look for, explain health and safety procedures and how to report hazards, prepare a workspace and carry out 3 tasks, and review their own performance and describe skills developed. Level 2 learners compare 2 placements against their career goals, describe the importance of professional behaviour, describe 3 risks and explain 3 actions to reduce them, monitor progress against a plan and adapt their approach, and evaluate their performance and describe their readiness for future work. Tasks include written, scenario, practical, monitoring and evaluation tasks.
The digital skills in this qualification
-
Logging and monitoring progress in a spreadsheet or task app
Level 2 learners monitor their own progress against a project plan or set of tasks, for example using a spreadsheet to log completion dates of office tasks, keeping a daily logbook, or updating a shared task management app such as Trello to show which milestones have been met. Learners enter data accurately, keep it up to date and use it to see whether they are on schedule. Monitoring progress is a Level 2 criterion with digital tools as examples.
DCF: Data and information literacy, Collaboration
Getting pupils ready
- Year 7
- Pupils log the dates they complete 5 classroom jobs in a simple spreadsheet table.
- Year 8
- Pupils build a spreadsheet task tracker with a drop-down for "not started", "in progress" and "done" and use it for a 2 week project.
- Year 9
- Pupils update a shared online task board during a group project and use it to report which milestones are late.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2, AC 3.1, page 24; Physical Resources, Practical Resources, page 7
“Using a spreadsheet to log the completion dates of administrative tasks in a school office”
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 work with others to create an online collaborative project for a specific purpose, sharing and appropriately setting permissions for other group members, e.g. editing, commenting, viewing.
Progression step 4
I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.
I can independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g. making use of online technology to share and present ideas to others.
-
Setting up a computer workspace and working safely at a screen
Level 1 learners prepare a workspace for a task, for example setting up a laptop, notepad and pens in a quiet space for a research task, and Level 2 learners describe risks in a work environment, such as screen glare or poor posture on a long desk-based project, and explain actions to reduce them, such as regular screen breaks and adjustable chairs. Entry 3 examples include preparing for a data entry task. These are assessment criteria with screen work as one example.
Getting pupils ready
- Year 7
- Pupils check their own seat, screen height and lighting in the computer room against a simple checklist.
- Year 8
- Pupils time how long they spend at a screen in one school day and plan where breaks could fit.
- Year 9
- Pupils write a short risk assessment for a desk-based task, listing screen glare, posture and eye strain with an action for each.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1, AC 3.1, pages 21 and 22; Level 2, AC 2.1 and 2.2, page 24; Entry 3, AC 1.1, page 18
“regular screen breaks and the use of adjustable chairs to minimize physical strain”
Progression step 3
I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.
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 demonstrate healthy online behaviours and identify unacceptable behaviour.
-
Keeping school and business data confidential
Level 2 learners describe the importance of professional behaviour in the workplace, for example how maintaining confidentiality regarding school or business data protects the organisation's reputation. On placement or in a simulated office learners may see personal details, so they need to know not to copy, share or photograph them. Describing professional behaviour is a Level 2 criterion with data confidentiality as an example.
DCF: Identity, image and reputation, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils sort examples of information, such as a friend's address or a lunch menu, into "fine to share" and "keep private".
- Year 8
- Pupils discuss a scenario where someone posts a photo of an office desk showing a customer list, and explain the harm.
- Year 9
- Pupils write 3 rules for handling personal data on a work placement and explain the reason for each.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2, AC 1.2, page 24
“how maintaining confidentiality regarding school or business data protects the organization's reputation”
Progression step 3
I can identify the benefits and risks of giving personal information and device access to different software.
I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.
Progression step 4
I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.
I can understand that I have a digital footprint and that this information can be searched, copied and passed on.
-
Researching and comparing placement options
Level 2 learners compare at least 2 work placement opportunities against their career goals, for example a school IT department against a local retail store, or the travel and daily tasks of a city centre office against a rural outdoor centre, and providers give access to digital devices for research. Learners find and judge information about each organisation before choosing. Comparing placements is assessed, but the online research is only a resource, so the digital part is taught, not assessed.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils find 2 facts about a local employer from its website and note where they found them.
- Year 8
- Pupils search for 2 possible placements, record the location and type of work for each in a table, and bookmark the pages.
- Year 9
- Pupils compare 2 organisations' websites and an independent source, judge which information is reliable, and recommend a placement with reasons.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2, AC 1.1, page 24; Physical Resources, Equipment, page 7
“access to digital devices for research and recording progress where appropriate”
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.
Good to know
- Each level is its own unit with its own code: "Unit Reference Number: CBM226" at Entry 1 to CBM230 at Level 2, each "Credit Value: Two (2)" and "Guided Learning Hours: 20" (Unit Content, pages 11, 14, 17, 20 and 23).
- Only one level can count in a qualification: "units with the same title at different levels are barred for completion within the same qualification" (Level 1 Qualification Guide, Qualification Units, page 17), and this is a Skills for Work unit, so it counts towards the Skills for Work group (Rules of Combination, page 16).
- A real placement is not compulsory: "Where possible, this should include experience of a real or simulated work environment appropriate to the level of the unit", through short placements, employer engagement or simulated tasks (Work Experience Requirement, page 7).
- The provider writes the assessment: "This suite of units has been designed to be assessed through assessment tasks and activities designed by the provider", with pre-course verification, internal quality assurance and external quality assurance by Open Awards (Assessment Approach, page 8).
- There is no partial credit: "All assessment criteria must be met in full for the learner to be awarded a 'pass'" (Assessment Approach, page 8).
- Evidence goes in a portfolio, paper or digital: "Wherever possible, e-portfolios are encouraged." (Assessment Approach, page 8).
- Resources include "access to digital devices for research and recording progress where appropriate" and materials for task planning and tracking such as "checklists, logbooks or simple digital tools", plus clothing, equipment and safety signage to simulate workplaces (Physical Resources, page 7).
- Staff must "understand safeguarding requirements and know how to respond appropriately to learner disclosures or concerns" (Staffing Resources, page 6).
- The unit specification does not mention AI tools; the Open Awards Provider Handbook, which must be read alongside it, sets wider rules.
- The text looks unfinished in places: the Entry 1 and Entry 2 assessment task tables are identical (pages 8 and 9), Level 1 AC 4.1 "Review own performance" becomes "Identify own strengths and areas for improvement" in the content (pages 20 and 22), and there are typing errors such as "idenitfy", "give participate" and "at least on reason" (Entry 2, page 15) and "he need" (Entry 3, page 18).
Links with other qualifications
Work Experience sits well beside the Skills Challenge Certificate, the VCSE and Foundation in Business, GCSE Business, the Open Awards Applying for Jobs and Teamwork units, and the Careers and Work-Related Experiences cross-cutting theme. Logging tasks in a spreadsheet and keeping data confidential link to GCSE Digital Technology and the DCF Data and computational thinking and Citizenship strands. Compared with the Pearson Work experience unit, which centres on planning a placement, the Open Awards version can be met through simulated tasks and puts more weight on health and safety, risk control and monitoring progress at Level 2.
Source: Open Awards Skills for Work Unit Specification, Work Experience, Entry Level 1 to Level 2.