VCSE Retail and Customer Service
VCSE Retail and Customer Service asks learners to research a real retail business online, use customer service data such as online reviews, live chat transcripts and response times, and produce a report, staff guidance, customer replies for digital platforms, a brand mood board, mock-up digital adverts and pitch slides. Unit 1 tests knowledge of retail technology such as AI chatbots, RFID and self-checkout in a one-hour sector test taken on paper or on screen, while Units 2 and 3 (80% together) are NEA tasks that need IT and software and are submitted digitally. The single biggest thing KS3 should build is confidence turning research and customer data into clear, branded documents, adverts and slides for a real audience using everyday Office tools.
- Awarding body
- WJEC
- Level
- Level 1 and Level 2
- First taught
- September 2027
- Amount of digital work
- Medium
- Specification
- Open the specification
- Step before
- Foundation Retail and Customer Service, Entry Level and Level 1
How this qualification is assessed
- Unit 1: Introduction to the Retail and Customer Service Sector: External assessment (sector test) 1 hour, 20%, 50 marks, set and marked by WJEC, available on paper or on screen
- Unit 2: Developing Customer Service Skills: External non-examination assessment 6 hours 30 minutes, 20%, 60 marks, set and marked by WJEC, tasks based on a case study released on the WJEC Portal and changed every year
- Unit 3: Retail Marketing and Promotion: Non-examination assessment 19 hours, 60%, 90 marks, set by WJEC, marked by the centre and externally moderated by WJEC, five tasks based on an assignment brief
Skills that use Online behaviour and online bullying
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Writing digital customer service messages for different platforms
Learners must understand the positive and poor features of remote service by letter and email and of digital service through social media comments, text and online chat, such as adapting communication style to the platform and keeping a tone in line with the organisation's brand. In Unit 2 they respond to examples of digital complaint handling, for example moving the conversation to a private channel, to produce a better outcome for the customer.
DCF: Communication, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils write a polite Outlook email replying to a customer who asks about opening hours, with a greeting, a clear answer and a sign-off.
- Year 8
- Pupils compare a reply written for live chat with one written as a formal email and rewrite one message so it suits the other platform.
- Year 9
- Pupils reply to a made-up public complaint on a shop's social media page, keeping a calm brand tone and moving the conversation to a private message, then explain their choices.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 2, Sections 2.2.2 and 2.2.3, pages 28 to 30
“Learners should be able to respond to examples of digital complaint handling to produce a more effective outcome for the customer.”
Progression step 3
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.
I can exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.
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.
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.
I can continuously evaluate online behaviour, taking into consideration the consequences of actions; take action to minimise risk to safety and security; consider global and cultural perspectives and adapt behaviour accordingly.
Good to know
- Unit 2 needs a computer but bans AI: 'Learners must have access to IT and appropriate software. The use of AI is not permitted.' (page 24).
- Unit 3 learners must have access to 'suitable hardware and software to produce the non-examination assessment evidence' and 'the internet to produce research materials and specified section of the assessment where the internet is permitted' (page 34). No software is named anywhere.
- The Unit 1 sector test is 'Available in two formats: paper or onscreen' (pages 5 and 12), with objective question types such as 'drag-and-drop, hot spot questions' (page 42). The centre chooses the format, so on-screen testing is not required.
- Typing is optional but submission is digital: Unit 2 'must be submitted digitally, either as scanned handwritten responses or completed electronically', and Unit 3 evidence for moderation follows the same rule (page 43).
- Appendix A (page 51) maps Digital Competence to Units 2 and 3 only, with Citizenship mapped just to '2.1.1' and nothing mapped to Unit 1, even though Unit 1 teaches retail technology.
- The front cover warns that 'The UK Government has announced plans to restrict social media use by children under 16', which may affect content on social media marketing and digital customer service.
Links with other qualifications
Researching a local business, writing a report from data and the digital marketing content overlap closely with GCSE Business, and the customer service content is shared with the VCSE in Hospitality and Catering. The mood board, mock-up adverts and pitch slides use the same groundwork as GCSE Digital Media and Film and the VCSE in Creative and Media Production, and Technology.
Source: WJEC Level 1/Level 2 VCSE Retail and Customer Service specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).