Skills for Work: Work Experience
Work experience is a 20 hour Skills for Work unit in which learners prepare for, take part in and review a real work placement or a realistic scenario-based workplace activity in school. It is one unit that learners combine with others into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma, from Entry 1 to Level 2. No criterion names a digital tool, but the pack says digital competence grows through workplace documentation and digital tools. Digital work sits in typing CVs and application forms, planning travel and timing, professional emails, workplace tasks such as data entry, digital logbooks and portfolios, and researching placements online.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Medium
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (what work experience involves, preparing for a placement, taking part in a placement or scenario-based activity, reflecting on the experience and skills), with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, Skills for Work group.
- Level 1 and Level 2: Four learning outcomes (purpose and expectations of work experience, planning and preparing, engaging effectively in work experience or realistic scenario-based activities, reviewing performance and identifying skills for progression), with assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, Skills for Work group.
The digital skills in this qualification
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Creating a CV, application form or personal profile
At Level 1 learners create the documents or materials needed for a placement or workforce-related activity, and suggested activities include completing CVs, application forms and personal profiles. The documents are required, and most centres will have learners type them, but a digital format is not demanded by the criteria.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils type a short 'all about me' profile in a word processor with a heading, three skills and one hobby, using bold for headings.
- Year 8
- Pupils fill in an online form for a school club or volunteering role, checking every box is complete and correctly spelt before sending.
- Year 9
- Pupils build a one page CV from a template, format it with clear sections and improve it after feedback from a teacher or careers adviser.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criterion 2.1, page 7; amplification of learning outcome 2, page 9; suggested activities, page 11
“Create required documentation or materials for a work placement or workforce-related activity.”
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 suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
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Planning travel, timing and readiness for a placement
Level 2 learners carry out plans and preparations for a placement or realistic activity, and the amplification includes managing time, travel and readiness, such as planning a bus route or setting an alarm. Using an online journey planner or a digital calendar is one way to do this, but it is not required.
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 a local library and note how long it takes.
- Year 8
- Pupils use a bus operator's journey planner to plan a trip that arrives by 9am, and set a calendar reminder for leaving home.
- Year 9
- Pupils plan travel to a mock placement using two online journey planners, compare the routes and make a checklist of what to prepare the night before.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criterion 2.1, page 7; amplification of learning outcome 2, page 9; suggested activities, page 11
“managing time, travel and readiness for work or scenario-based activities”
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.
I can search a variety of sources using relevant search techniques with increased complexity.
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Communicating professionally, including by email
Learners show appropriate preparation for workplace communication at Level 1 and professional standards of communication and self-presentation at Level 2. The amplification includes professional written communication, so a polite email to a placement provider is a natural task, though the pack names no specific tool.
DCF: Communication, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils write a short email to their form tutor with a clear subject line, a polite greeting and a sign-off.
- Year 8
- Pupils email a teacher with a question and attach a file, then compare when email, a phone call or talking in person works best.
- Year 9
- Pupils write a formal email to a mock placement provider confirming start time and dress code, using a signature and a suitable email address.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criterion 2.2, page 7; amplification of learning outcome 2, page 9
“Demonstrate professional standards of communication and self-presentation.”
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).
I can act appropriately online, keeping myself safe and behaving in a responsible manner.
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Carrying out digital workplace tasks such as data entry
Learners carry out tasks responsibly at Level 1 and with initiative at Level 2 in a placement or scenario-based activity. Data entry appears only as one example task in the amplification, alongside stocking shelves and greeting visitors, so digital tasks are a centre choice.
DCF: Data and information literacy
Getting pupils ready
- Year 7
- Pupils type a class list of lunchtime club members into a spreadsheet table with columns for name, form and day.
- Year 8
- Pupils enter stock counts for a mock school shop into a spreadsheet and sort the items to find which ones need reordering.
- Year 9
- Pupils set up a simple data capture form for visitor sign-in at a school event, enter test records and search them for one name.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criteria 3.1, page 7; amplification of learning outcome 3, page 9
“stocking shelves, preparing resources, greeting visitors, data entry, or helping set up an event”
Progression step 3
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 create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.
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Keeping a logbook and reviewing performance with feedback
Learners review their performance against given criteria at Level 1 and evaluate it critically using feedback and evidence at Level 2, with Entry 3 learners reflecting on strengths and areas to improve. Logbooks and portfolios can be paper, audio or digital, so a digital log with shared comments from a supervisor is an option, not a requirement.
DCF: Evaluating and improving digital content, Storing and sharing
Getting pupils ready
- Year 7
- Pupils keep a simple digital diary of a class project in a shared folder, adding one sentence and one photo each lesson.
- Year 8
- Pupils share a project log with a partner, invite comments on what went well and reply to each comment.
- Year 9
- Pupils keep a digital logbook of a week of responsibility roles, gather written feedback from a teacher and use it to set two improvements.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 4, assessment criterion 4.1, page 7; suggested activities, page 11; sources of evidence, page 13
“Evaluate own performance critically, using feedback and evidence.”
Progression step 3
I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
I can manage files and folders locally or online, e.g. move files to a folder.
Progression step 4
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
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Researching placements and career options online
Learners identify skills and next steps for progression at Level 1 and set realistic career goals at Level 2. The pack points teachers to online resources such as Careers Wales, Profi and Prospects, including virtual work experience, so online research is taught support rather than an assessed requirement.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils use the Careers Wales website to find two jobs linked to a favourite subject and bookmark the pages.
- Year 8
- Pupils search for local employers in one sector, refine their keywords to narrow the results and save three useful links.
- Year 9
- Pupils research a virtual work experience programme and a local placement, compare how reliable and useful each source is and record where they found the information.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 4, assessment criterion 4.2, page 7; resources available to support delivery, pages 14 and 15
“Describes online work experience options, highlighting flexibility and accessibility for students to gain skills remotely.”
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 evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
Good to know
- Unit codes run from Entry 1 to Level 2: "Unit Codes S668E1 S668E2 S668E3 S668L1 S668L2" (Unit overview, page 3).
- The pack claims digital work but does not require it: the unit fosters "Literacy, Numeracy, and Digital competence, which are developed through communication activities, workplace documentation, and the use of digital tools in work-related learning." (Unit overview, page 5). Appendix A of the specification ticks Numeracy, Digital Competence and Personal effectiveness for this unit (page 30).
- A real placement is not essential: "Where placements are not available, centres may use on-site roles that replicate real workplace routines and expectations." (Experiences, page 13), and "Assessment of this unit should not require any specific resources." (page 16).
- Evidence can be digital: the list includes "photographic or video evidence of practical activities supported by commentary or observation notes" and "portfolios of evidence (paper-based, audio or digital)." (Sources of evidence, page 13). Learner declarations can be signed online: "Electronic signatures will be accepted." (Section 4.2, page 19).
- AI rules matter for CVs and reflections. AI misuse includes "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work, analysis, evaluation or calculations." and "Failing to acknowledge use of AI tools when they have been used as a source of information." (Section 4.6, page 21).
- Suggested assessment tasks are optional: "These tasks are not mandatory." (Section 4.1, page 18).
- The pack opens with a note that UK plans to restrict social media use by children under 16 "may impact some of our qualifications" (page 2), so avoid building tasks around social media profiles.
Links with other qualifications
The pack itself names links to VCSE Public Services and GCSE Business, and lists Exploring career pathways, Applying for jobs, Interview and confidence techniques, Personal development planning, Jobs of the future, Career creativity, Enterprise venture, Working in Wales, Understanding the changing labour market, Community participation and Teamwork as closely related Skills Suite units. Applying for jobs and Interview and confidence techniques share the CV, application form and mock interview work. The customer service role-play links with VCSE Retail and Customer Service and the Customer service unit. Digitally, typing formal documents and keeping digital logbooks connect with GCSE Digital Technology and the Using IT in the workplace unit.
Source: WJEC Work experience 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).