Skills for Work: Work Experience
Work Experience is a Pearson Skills for Work unit in which learners find out about types of work experience and their benefits, learn what they and employers expect, plan their route, transport and first day, and then take part safely in a placement or work-related activities. It is one 20 hour unit that learners combine with others into a Pearson Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2, assessed internally by the centre. Digital demand is low: no criterion names a digital tool. Digital work sits in finding sources of information about placements, planning journeys, producing planning documents, and the optional digital or IT work-related activities listed in Annexe C.
- Awarding body
- Pearson
- 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 (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3, covering types, activities and expectations of work experience and preparing for and taking part in at least two (Entry 1 and Entry 2) or three (Entry 3) work-related activities or a placement. There are no mandatory evidence requirements. Internally assessed by the centre through a centre-devised assignment or Pearson's adaptable Authorised Assignment Brief, subject to Pearson standards verification, graded Pass or Fail. 20 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain (Level 2) types, activities, benefits and expectations of work experience, and plan, prepare for and take part in a work experience placement or a range of work-related activities. There are no mandatory evidence requirements. Internally assessed by the centre through a centre-devised assignment or Pearson's adaptable Authorised Assignment Brief, subject to Pearson standards verification, graded Pass or Fail. 20 guided learning hours.
The digital skills in this qualification
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Finding sources of information about work experience
From Entry 3 learners identify sources of information about work experience, Level 1 learners describe them, and Level 2 learners explain them and their value for employability. Annexe C links this to researching placements and roles online. The criteria require learners to know the sources, but they do not have to search online.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils use the Careers Wales website to find two kinds of work experience, such as work shadowing and volunteering, and bookmark the pages.
- Year 8
- Pupils search for volunteering opportunities near their town, refining keywords by place and age, and list three with their source websites.
- Year 9
- Pupils compare three websites offering work experience or virtual work experience, judge which is most reliable, and record the links in a shared document.
Show the specification wording and the DCF statements
Where it is in the specification: Essential information for assessment decisions, Entry 3 and Level 1, page 74, Level 2, page 75; Annexe C, SfW 14 Digital Links, page 121
“Researching placements and roles online; digital/IT work-related activities”
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.
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Planning a route and travel with online tools
From Entry 2 learners plan their route and mode of transport, Level 1 learners plan travel including timing and costs where appropriate, and Level 2 learners produce detailed travel and contingency plans. Online journey planners and timetables are an obvious tool, but the criteria do not name one.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils use an online map to find the walking route from school to the local library and screenshot the route and time.
- Year 8
- Pupils use the Traveline Cymru journey planner to plan a bus trip to a local business, noting the departure time, changes and arrival time.
- Year 9
- Pupils plan a journey to a placement with a journey planner, add a backup route in case of a cancelled train, and save both plans in a shared folder.
Show the specification wording and the DCF statements
Where it is in the specification: Essential information for assessment decisions, Entry 2, page 73, Entry 3 and Level 1, page 74, Level 2, page 75
“travel planning, contingency planning, and thorough preparation of required documents”
Progression step 3
I can independently create and plan work before beginning a digital task.
I can adjust keywords and search techniques to find relevant information.
Progression step 4
I can select and effectively use a variety of planning techniques.
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Producing planning documents and a first-day checklist
Entry 2 learners complete a pre-populated worksheet, Entry 3 learners complete planning documentation and a first-day checklist, Level 1 learners prepare the required documents and a clear checklist, and Level 2 learners produce accurate and well-structured planning documentation. Documents may be digital or on paper, so the digital format is the centre's choice.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils type a checklist of five things to bring on a school trip, using bullet points and a clear heading.
- Year 8
- Pupils design a first-day checklist template in a word processor with tick boxes for clothing, travel, contact numbers and start time.
- Year 9
- Pupils produce a one page placement plan with a table of workplace details, travel times, documents needed and first-day arrangements, formatted for a supervisor to read.
Show the specification wording and the DCF statements
Where it is in the specification: Essential information for assessment decisions, Entry 2, page 73, Entry 3 and Level 1, page 74, Level 2, page 75
“producing accurate and well-structured planning documentation”
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 ensure my output is appropriate for specific purposes.
Progression step 4
I can explore and develop a range of formal text document structures for different audiences and purposes.
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.
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Carrying out digital or IT work-related tasks
Annexe C lists digital or IT work-related activities, such as presentations, spreadsheets or digital content, as one way the unit links to digital competence. Learners must take part in work-related activities at every level, but the criteria and examples (cleaning, serving, tidying, helping customers, basic administration) do not require digital tasks, so this is a suggested option.
DCF: Creating digital content, Data and information literacy
Getting pupils ready
- Year 7
- Pupils enter a list of library books into a simple spreadsheet table with columns for title, author and date returned.
- Year 8
- Pupils act as office assistants for a school event, typing a sign-in sheet and a short notice for the noticeboard.
- Year 9
- Pupils carry out a simulated administration task, entering stock counts into a spreadsheet, sorting them and making a short slide summary for a manager.
Show the specification wording and the DCF statements
Where it is in the specification: Annexe C, SfW 14 Digital Links, page 121; Essential information for assessment decisions, Entry 3, page 74
“helping customers, or basic administration”
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 construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
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 create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.
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Acknowledging sources and AI use
At every level learners must certify that their evidence is their own and reference any sources and any AI they used, and final work must be in their own words. Using AI without acknowledging it is malpractice, which matters for planning documents learners might draft with AI.
DCF: Digital rights, licensing and ownership, Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils add the names of the websites they used to the bottom of a careers poster.
- Year 8
- Pupils discuss why copying a job description word for word is not their own work, then rewrite it in their own words and reference it.
- Year 9
- Pupils keep a source log for a placement plan, noting any AI tool they used, what it did and how they checked and rewrote its output.
Show the specification wording and the DCF statements
Where it is in the specification: Requirements relating to permitted/prohibited resources, page 76
“If learners use AI tools, they must acknowledge them clearly”
Progression step 3
I can understand that copying the work of others and presenting it as my own is plagiarism.
I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.
Progression step 4
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
Good to know
- The unit is "SfW 14" with 20 guided learning hours (Unit summary, page 5), the same size as the WJEC Work experience unit. Skills for Work qualification numbers run from "C00/5473/0" for the Entry Level 1 Award to "C00/5474/4" for the Level 2 Diploma (Qualification titles, pages 3 and 4).
- A unit is passed at one level only: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- A placement is not essential at any level: Entry 3 learners prepare for "a work placement or at least three work-related activities" (Essential information for assessment decisions, Entry 3, page 74), and Level 1 learners "take part in a work placement or work-related activities" (page 74).
- Safe working is required, not optional: Entry 1 learners "must show that they can work safely when using equipment and materials" (page 73), and Level 1 learners "consistently follow health and safety procedures" (page 74).
- Evidence of taking part must be recorded: "achievement cannot be inferred from performance", and evidence forms include "observation records, witness testimony, and products of learners' work" (Assessment requirements, page 9). The unit itself has "no mandatory evidence requirements" (page 73).
- Teaching content sits in Pearson's separate Teaching and Learning Support document, not the specification (Unit content, page 73), and "AABs are not mandatory" (How to use this document, page 1).
- AI may be used only if acknowledged: "A learner will have committed malpractice if they use AI tools without acknowledging them" (Requirements relating to permitted/prohibited resources, page 76).
- The Skills for Work specification has an editing slip on page 8: "Every unit in our Skills for Life qualifications includes an Authorised Assessment Brief", although this is the Skills for Work specification and the heading reads Authorised Assignment Briefs.
Links with other qualifications
Pearson's Annexe E names Welsh work experience sources such as Transport for Wales and NHS Wales (page 129), which link to VCSE Travel and Tourism, VCSE Public Services and GCSE Health and Social Care, and Childcare. Customer-facing work-related activities link with VCSE Retail and Customer Service and VCSE Hospitality and Catering, and workplace expectations and employability link with GCSE Business. Within the WJEC Skills Suite, Applying for jobs, Interview and confidence techniques and Exploring career pathways prepare learners for the same kind of placement. Compared with the WJEC Work experience unit, the Pearson unit has the same 20 hours but one criterion per level rather than four learning outcomes, makes travel planning and a first-day checklist central, and does not require a CV, application form or a separate review of performance.
Source: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma Qualifications Specification, Issue 1, August 2026, Unit SfW 14: Work experience.