Planning for progression — City & Guilds Limited Other Vocational Qualification Employability & Work Skills Revision

    This element focuses on learners understanding the purpose of their chosen study or training programme and identifying their personal strengths. It guides

    Topic Synopsis

    This element focuses on learners understanding the purpose of their chosen study or training programme and identifying their personal strengths. It guides them to recognise how these strengths can support learning and work, and to collaboratively develop a simple action plan for self-improvement. Through this, learners build foundational skills in self-reflection and proactive planning for future progression.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Planning for progression

    CITY & GUILDS LIMITED
    vocational

    This element focuses on the foundational skill of self-assessment and goal-setting within a vocational context. Learners explore the purpose of their chosen programme, identify personal strengths relevant to study and employment, and learn to negotiate a realistic action plan for improvement. Mastery of this supports lifelong learning and proactive career development.

    18
    Learning Outcomes
    40
    Assessment Guidance
    40
    Key Skills
    19
    Key Terms
    41
    Assessment Criteria

    Assessment criteria

    City & Guilds Entry Level Award in Employability Skills (Entry 2)
    City & Guilds Entry Level Introductory Award in Employability Skills (Entry 2)
    City & Guilds Level 1 Award for Skills for Employment in the Hospitality Industry
    City & Guilds Entry Level Award in Skills for Working Life (Entry 2)
    City & Guilds Entry Level Certificate in Skills for Working Life (Entry 2)
    City & Guilds Entry Level Introductory Award in Employability Skills (Entry 3)
    City & Guilds Level 1 Introductory Award in Employability Skills
    City & Guilds Entry Level Award in Employability Skills (Entry 3)
    City & Guilds Level 1 Award in Employability Skills
    City & Guilds Entry Level Extended Award in Employability Skills (Entry 2)
    City & Guilds Entry Level Certificate in Employability Skills (Entry 2)

    Topic Overview

    The City & Guilds Entry Level Certificate in Employability Skills (Entry 2) is designed to help you develop the essential skills needed to succeed in the workplace. This qualification covers key areas such as communication, teamwork, problem-solving, and self-management. It is ideal if you are starting your journey towards employment or further study, as it builds confidence and practical abilities that employers value.

    Throughout the course, you will learn how to work effectively with others, follow instructions, and complete tasks safely. You will also explore different types of jobs and understand what employers expect from their workers. By the end of the qualification, you will have a better understanding of how to present yourself professionally and contribute positively in a work environment.

    This qualification is part of a wider framework that prepares you for independent living and employment. It connects to other subjects like English and maths by requiring you to communicate clearly and handle basic numeracy in work-related contexts. Achieving this certificate can open doors to further training, apprenticeships, or entry-level jobs.

    Key Concepts

    Core ideas you must understand for this topic

    • →Communication: Understanding how to listen, speak, and write clearly in a work setting, including using appropriate language and body language.
    • →Teamwork: Working cooperatively with others, sharing tasks, and respecting different opinions to achieve a common goal.
    • →Problem-solving: Identifying simple problems, thinking of possible solutions, and choosing the best one with support if needed.
    • →Self-management: Organising yourself, managing time, and following instructions to complete tasks on time.
    • →Health and safety: Recognising common hazards in the workplace and following basic safety rules to protect yourself and others.

    Learning Objectives

    What you need to know and understand

    • understand the aims of own study or training programme, be able to recognise personal strengths needed for learning and work, be able to agree an action plan for self-improvement
    • understand the aims of own study or training programme, be able to recognise personal strengths needed for learning and work, be able to agree an action plan for self-improvement
    • Understand own study or training programme, Know the facilities and services provided in the place of study or training, Be able to recognise personal strengths (skills, qualities and attitudes) needed for learning and work, Be able to action plan for self improvement
    • understand the aims of own study or training programme, be able to recognise personal strengths needed for learning and work, be able to agree an action plan for self-improvement
    • understand the aims of own study or training programme, be able to recognise personal strengths needed for learning and work, be able to agree an action plan for self-improvement
    • Understand own study or training programme, Know the facilities and support available in the place of study or training, Be able to recognise personal strengths (skills, qualities and attitudes) needed for learning and work, Be able to agree an action plan for self improvement
    • Understand own study or training programme, Know the facilities and services provided in the place of study or training, Be able to recognise personal strengths (skills, qualities and attitudes) needed for learning and work, Be able to action plan for self improvement
    • Understand own study or training programme, Know the facilities and support available in the place of study or training, Be able to recognise personal strengths (skills, qualities and attitudes) needed for learning and work, Be able to agree an action plan for self improvement
    • Outline the main components and requirements of their study or training programme.
    • Identify key facilities and support services available at their place of study.
    • Evaluate personal strengths, qualities, and attitudes relevant to learning and work.
    • Develop a SMART action plan to address areas for self-improvement.
    • understand the aims of own study or training programme, be able to recognise personal strengths needed for learning and work, be able to agree an action plan for self-improvement
    • Identify the main aims of your study or training programme.
    • List at least two personal strengths that help with learning and work.
    • Describe how a personal strength can be used in a learning or work situation.
    • Collaborate with a tutor to agree a simple action plan for self-improvement.
    • Set a realistic short-term goal for personal development.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly stating the main aims of own study or training programme using simple, accurate language.
    • Credit recognition of at least two personal strengths with brief examples of how these apply to learning or work.
    • Evidence of discussion and agreement (e.g., signed action plan, witness statement) showing learner involvement in setting one or two achievable self-improvement targets.
    • Award credit for clearly stating at least one aim of their study or training programme, such as 'to get a job' or 'to learn how to work in a team'.
    • Look for identification of at least two personal strengths (e.g., 'I am friendly', 'I listen well') with a simple example of how each helps in learning or work.
    • Accept an action plan that includes at least one specific, achievable goal and one concrete step, even if produced with support or using pictures/symbols.
    • Credit evidence that shows the learner understands their strengths can be improved further and how this links to their programme aims.
    • Award credit for accurately describing the structure and purpose of their own study programme, including how it links to job roles in hospitality.
    • Credit should be given for identifying and explaining the support services available at their place of study (e.g., careers advice, learning resource centre) and how these can aid progression.
    • Assessors must look for a clear self-assessment that lists personal skills, qualities, and attitudes relevant to hospitality, with examples of how these are demonstrated.
    • Marks are awarded for producing an action plan that includes specific, measurable goals, a timeline, and identification of resources needed to improve weaker areas.
    • Identify the aims of own study or training programme.
    • Recognise personal strengths relevant to learning and work.
    • Agree an action plan for self-improvement with support.
    • Award credit for correctly identifying and describing the main aim of their study or training programme, using simple language relevant to their vocational area.
    • Award credit for naming at least two personal strengths that are directly applicable to learning (e.g., listening, following instructions) or the workplace (e.g., working in a team, being punctual), with brief examples.
    • Award credit for collaborating with the assessor to produce a written action plan that includes a specific improvement goal, at least one action step, and a review date.
    • Award credit for clearly describing their own study or training programme, including its aims and structure.
    • Award credit for identifying at least three relevant facilities or support services available at their place of study/training and explaining how each can aid their progression.
    • Award credit for providing a self-assessment that accurately identifies personal strengths (skills, qualities, and attitudes) with specific examples from learning or work contexts.
    • Award credit for producing a realistic SMART action plan that outlines clear steps for self-improvement, including timescales and success criteria.
    • Award credit when the learner accurately describes the units, assessment methods, and opportunities within their study or training programme.
    • Award credit for identifying at least three relevant facilities or services (e.g., learning resource centre, student support, IT access) and explaining how they support progression.
    • Award credit for providing a self-assessment that distinguishes between skills, qualities, and attitudes, with specific examples for each category.
    • Award credit for an action plan that includes SMART objectives, timescales, required resources, and review mechanisms.
    • Award credit for accurate identification and description of the key components of their study or training programme, including timetable, modules/units, and assessment methods.
    • Recognise when the learner demonstrates knowledge of specific facilities (e.g., library, learning resources, IT) and support services (e.g., tutor, mentor, student services) and can explain how they can be accessed.
    • Credit should be given for realistic self-assessment of at least three personal strengths (skills, qualities, attitudes) with clear examples of how these apply to learning or work contexts.
    • Learners must produce a written or verbal action plan that includes specific, measurable, achievable, relevant, and time-bound (SMART) targets for improvement, with identified steps and support needs.
    • Evidence that the learner can accurately describe their programme structure, including modules, timetable, and assessment methods.
    • Demonstration of knowledge of at least three distinct support services (e.g., library, careers advice, student welfare) and how to access them.
    • A self-assessment that clearly identifies a minimum of two personal strengths and two areas for development, with examples.
    • An action plan that includes SMART (Specific, Measurable, Achievable, Relevant, Time-bound) targets and steps to achieve them.
    • Award credit for clearly stating at least one specific aim of their current study or training programme in their own words.
    • Award credit for identifying a minimum of two personal strengths and providing a simple example of how each supports learning or work.
    • Award credit for contributing to an action plan that includes at least one realistic target, a simple step to achieve it, and a proposed review date.
    • Award credit for demonstrating self-awareness by acknowledging an area for improvement without prompting.
    • Award credit for stating a clear purpose of the chosen programme (e.g., 'to get a job in retail').
    • Look for evidence of at least two identified strengths with simple examples (e.g., 'I am good at listening – I follow instructions carefully').
    • The action plan must contain a specific goal, at least one step, and a review date agreed with the tutor.
    • Credit should be given for demonstrating understanding of how a strength relates to a work task (e.g., 'Being patient helps me deal with customers').

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When explaining programme aims, use the language from your course handbook or induction materials to show understanding.
    • 💡Support personal strengths with concrete examples from past experiences, even informal ones, to demonstrate self-awareness.
    • 💡Ensure your action plan includes specific, time-bound actions and is signed by both you and your tutor/assessor to validate the agreement.
    • 💡Use very simple language and real-life examples from class or placement to explain aims and strengths—this is more credible and easier to evidence.
    • 💡When building an action plan, choose one small, clear goal that can be achieved within the course timeframe and break it down into tiny steps.
    • 💡If writing is difficult, use visual aids, voice recordings, or witness statements to show your understanding; it's the thinking that matters.
    • 💡Always link each strength back to a specific learning or work situation (e.g., 'Being patient helps me finish tasks even when they are hard').
    • 💡Review your action plan with your tutor regularly and keep notes on progress—this demonstrates ongoing self-improvement and reflective practice.
    • 💡When describing your study programme, always link it directly to the hospitality sector; mention the units you study and how they prepare you for jobs like waiting staff or kitchen assistant.
    • 💡For the action plan, use the SMART format (Specific, Measurable, Achievable, Relevant, Time-bound) and ensure you include a step about using college facilities to support your goal.
    • 💡Be prepared to provide evidence of how you have used feedback from tutors or peers to recognise your strengths and areas for improvement—this shows genuine self-reflection.
    • 💡Reflect on your own experiences to identify strengths.
    • 💡Keep the action plan simple and focused.
    • 💡Seek feedback from others to validate your self-assessment.
    • 💡To clarify the programme aim, review the course outline or ask your tutor for the official statement of purpose before documenting it.
    • 💡For each personal strength, think of a time you used it and write a short 'because...' statement to demonstrate understanding.
    • 💡Use a simple template for your action plan: 'I want to... (goal). I will do this by... (step). I will know I have done it when... (evidence). I will check my progress on... (date).'
    • 💡When describing your study programme, use the course handbook or induction materials to ensure accuracy and completeness.
    • 💡Visit and note the actual facilities/services available; in your evidence, say how you would use them, not just list them.
    • 💡For personal strengths, reflect on real situations (e.g., group work, deadlines) and use the language of skills, qualities, and attitudes explicitly.
    • 💡Develop your action plan using the SMART model, and review it with a tutor to confirm it is achievable and relevant.
    • 💡Refer directly to your own programme handbook and induction materials to evidence understanding of your study programme.
    • 💡When discussing facilities, visit each service or access their online resources to gather real, detailed information you can reference.
    • 💡Use a recognised self-assessment framework (like SWOT analysis) to identify strengths, and back each with a practical example from a learning or work situation.
    • 💡Ensure your action plan includes a clear review date and criteria for success; this demonstrates comprehensive planning.
    • 💡When completing the action plan, ensure each target is specific and includes a clear deadline; use the SMART framework to check.
    • 💡Visit or research the actual facilities and support services at your centre and note their locations, opening times, and how to access them.
    • 💡Use real-life examples from your course or workplace to evidence your personal strengths, rather than theoretical statements.
    • 💡Discuss your action plan with your tutor or assessor to confirm it is realistic and achievable within the programme timeframe.
    • 💡When completing the self-assessment, use concrete examples from previous experiences to support your evaluation of strengths and weaknesses.
    • 💡Ensure your action plan targets are realistic and broken down into manageable steps, focusing on incremental improvement.
    • 💡Refer to specific services by name and location to demonstrate thorough understanding, not just generic terms.
    • 💡When explaining your study programme aims, use key words from your course handbook or induction materials to show understanding.
    • 💡For the personal strengths task, use the 'strength, example, benefit' structure: name a strength, give a brief example of when you used it, and explain how it helps in learning or work.
    • 💡During action planning, ensure each target is SMART (Specific, Measurable, Achievable, Relevant, Time-bound) and that you have at least one step that is your own responsibility.
    • 💡In assessment discussions, be honest about areas for improvement – assessors value self-awareness. Practice explaining how you will work on them.
    • 💡Use the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) when writing your action plan goals.
    • 💡Provide at least one concrete example for each strength you list to show understanding.
    • 💡In portfolio evidence, include a copy of your agreed action plan signed by both you and your tutor.
    • 💡Practice discussing your strengths and aims aloud with a peer before writing to clarify your thoughts.
    • 💡Tip 1: Use real-life examples from your own experience when answering questions. For instance, if asked about teamwork, describe a time you worked with others on a project or in a group activity. This shows you can apply the skills.
    • 💡Tip 2: Read each question carefully and make sure you answer all parts. For example, if a question asks you to 'describe and explain', you need to both describe what you did and explain why it was effective.
    • 💡Tip 3: In practical assessments, always follow health and safety instructions. Even if you make a mistake, showing that you understand safety rules can earn you marks.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing programme aims with personal goals (e.g., stating 'to get a job' rather than 'to learn customer service skills').
    • Listing generic strengths without linking them to specific learning or work contexts.
    • Creating action plans that are too vague (e.g., 'try harder') or not broken into small, measurable steps.
    • Confusing personal strengths with hobbies or things they enjoy (e.g., saying 'I like football' instead of naming a strength like 'teamwork').
    • Listing a weakness as a strength (e.g., 'I am shy' without reframing it as a positive trait).
    • Setting goals that are too broad or unrealistic (e.g., 'become a manager' without steps) or not relating them to the programme.
    • Failing to see the connection between the study programme and future work, treating them as separate unrelated things.
    • Struggling to self-reflect and requiring extensive prompting to identify any personal strengths or aims.
    • Confusing the general college facilities with the specific services intended to support learning and career progression, such as tutorial support or work placement offices.
    • Listing personal strengths without relating them to the hospitality industry, for example stating 'I am friendly' but not linking it to customer service roles.
    • Creating an action plan with vague goals like 'get better at teamwork' rather than specifying how (e.g., 'volunteer for group activities in practical sessions') and setting a review date.
    • Confusing aims with objectives.
    • Overlooking personal strengths or being unrealistic.
    • Failing to set achievable steps in the action plan.
    • Stating the programme aim incorrectly, such as confusing it with a personal ambition (e.g., saying 'to earn money' rather than 'to develop retail skills').
    • Listing generic strengths without linking them to evidence or the vocational context (e.g., 'I am friendly' without showing how this helps in a customer service role).
    • Setting goals that are too broad (e.g., 'improve my English') rather than breaking them into achievable steps.
    • Confusing facilities with broader resources, e.g., listing 'library' without explaining how it supports learning.
    • Providing a vague list of strengths without linking them to actual examples or contexts, reducing relevance.
    • Creating an action plan that is either too generic or lacks specific, measurable targets, making it ineffective for self-improvement.
    • Overlooking the need to reference support services actively, assuming they are not needed or already known.
    • Confusing practical skills with personal qualities or attitudes, e.g., listing ‘IT skills’ under qualities rather than skills.
    • Failing to link the facilities/services to personal learning needs, instead providing a generic list without justification.
    • Setting unrealistic or vague goals in the action plan, such as ‘get better at English’ without specifying how or when.
    • Overlooking the importance of reviewing progress in the action plan, leading to incomplete improvement cycles.
    • Confusing personal strengths with hobbies or interests without linking them to learning or work skills.
    • Stating vague goals like 'get better at maths' without specifying what 'better' means or how to achieve it.
    • Overlooking available support services and assuming they must manage everything independently.
    • Copying generic strengths from examples rather than reflecting on personal attributes.
    • Confusing facilities with services, or listing generic services without specifying how they apply to their own context.
    • Setting vague goals in the action plan, such as 'get better at maths', without measurable criteria or deadlines.
    • Overestimating or underestimating personal strengths without evidence or reflection.
    • Confusing course aims with personal goals, e.g., stating 'to pass' instead of 'to learn basic customer service skills'.
    • Listing generic strengths like 'hard-working' without linking them to specific learning or work contexts.
    • Creating action plans with targets that are too vague (e.g., 'do better') or unachievable within the given timeframe.
    • Overlooking the need to set a review date, which weakens the plan's accountability.
    • Confusing personal strengths with hobbies or interests (e.g., 'I like football' instead of 'I am a good team player').
    • Writing goals that are too vague (e.g., 'get better' rather than 'improve my timekeeping by arriving on time each day').
    • Not involving a tutor in agreeing the action plan, leading to unrealistic targets.
    • Forgetting to set a review date, so progress cannot be measured.
    • Misconception: 'Employability skills are just common sense, so I don't need to study them.' Correction: While some skills may seem obvious, this qualification teaches you how to apply them in a structured way that employers look for. It also helps you reflect on your own strengths and areas for improvement.
    • Misconception: 'Teamwork means I have to do everything the group says.' Correction: Good teamwork involves sharing ideas and responsibilities, but you should also feel confident to express your own views respectfully. It's about collaboration, not just following others.
    • Misconception: 'Problem-solving is only for difficult situations.' Correction: Problem-solving is used every day in small ways, like deciding how to organise your tasks or what to do if a tool is missing. This qualification helps you practice these skills in realistic work scenarios.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills (Entry 1 level or equivalent) to understand instructions and complete simple tasks.
    • •Some experience of working with others, such as in group activities at school or in a community setting.
    • •A willingness to learn and try new things – no formal qualifications are needed.

    Key Terminology

    Essential terms to know

    • understand the aims of own study or training programme, be able to recognise personal strengths needed for learning and work, be able to agree an action plan for self-improvement
    • understand the aims of own study or training programme, be able to recognise personal strengths needed for learning and work, be able to agree an action plan for self-improvement
    • Understand own study or training programme, Know the facilities and services provided in the place of study or training, Be able to recognise personal strengths (skills, qualities and attitudes) needed for learning and work, Be able to action plan for self improvement
    • understand the aims of own study or training programme, be able to recognise personal strengths needed for learning and work, be able to agree an action plan for self-improvement
    • understand the aims of own study or training programme, be able to recognise personal strengths needed for learning and work, be able to agree an action plan for self-improvement
    • Understand own study or training programme, Know the facilities and support available in the place of study or training, Be able to recognise personal strengths (skills, qualities and attitudes) needed for learning and work, Be able to agree an action plan for self improvement
    • Understand own study or training programme, Know the facilities and services provided in the place of study or training, Be able to recognise personal strengths (skills, qualities and attitudes) needed for learning and work, Be able to action plan for self improvement
    • Understand own study or training programme, Know the facilities and support available in the place of study or training, Be able to recognise personal strengths (skills, qualities and attitudes) needed for learning and work, Be able to agree an action plan for self improvement
    • Study programme overview
    • Support services mapping
    • Strengths identification
    • Goal setting
    • Action planning
    • understand the aims of own study or training programme, be able to recognise personal strengths needed for learning and work, be able to agree an action plan for self-improvement
    • Understanding programme aims
    • Recognising personal strengths
    • Action planning for self-improvement
    • Goal setting
    • Self-assessment

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