How do I revise GA Level 1 Award in Employability for Gatehouse Awards Ltd Other Life Skills Qualification?

Prepare examples of how you have managed your time effectively in a previous role or study.

What exam tips are there for GA Level 1 Award in Employability? (2)

Use specific terminology like 'prioritisation matrix' to demonstrate depth of understanding.

What exam tips are there for GA Level 1 Award in Employability? (3)

For assessments, practise creating a weekly schedule that includes both fixed appointments and flexible tasks.

What mistakes should I avoid in GA Level 1 Award in Employability?

Confusing being busy with being productive.

What are common errors in GA Level 1 Award in Employability exams? (2)

Failing to distinguish between urgent and important tasks.

GA Level 1 Award in Employability

GATEHOUSE-AWARDS-LTD

vocational

This element introduces learners to the key principles of maintaining health and safety in the workplace, including identifying common hazards, understanding legal requirements, and performing tasks in a safe manner. Learners will also explore how to respond appropriately to accidents and emergencies, ensuring their own and others' well-being in a work or learning environment.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

Subtopics in this area

GA Level 1 Award in Employability

Topic Overview

The GA Level 1 Award in Employability is a foundational qualification designed to equip students with the essential skills, knowledge, and attitudes needed to succeed in the workplace. It covers key areas such as self-assessment, job search techniques, interview preparation, and understanding workplace expectations. This award is particularly valuable for students entering the job market for the first time or those looking to build confidence in their employability skills.

This qualification is part of the Employability & Work Skills suite offered by Gatehouse Awards Ltd, focusing on practical, real-world applications. Students will learn how to identify their own strengths and areas for development, set career goals, and effectively communicate their skills to potential employers. The course also emphasizes the importance of teamwork, time management, and professional conduct, which are critical for long-term career success.

By completing this award, students gain a recognized credential that demonstrates their readiness for employment. It fits into the wider subject of life skills by providing a structured approach to career planning and job readiness. Whether progressing to further study or entering the workforce, this qualification helps students stand out to employers and build a solid foundation for their professional journey.

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for demonstrating the ability to identify at least three different types of workplace hazards (e.g., slips, trips, manual handling, fire) and explaining their potential risks.
Expect learners to show they can follow safe working procedures, such as using personal protective equipment (PPE) correctly, maintaining good housekeeping, and operating equipment safely.
In an emergency scenario, learners should evidence knowledge of the correct actions to take, including raising the alarm, calling for help, and providing basic first aid information.
Award credit for clearly describing specific aspects of the learner’s own occupational role and how they interrelate with other roles.
Credit should be given for accurately identifying at least two official sources of information or guidance (e.g., HR, union representative, statutory body).
Look for a demonstration of understanding how organisational principles and procedures guide behaviour and decision-making, with examples.
Accept recognition of a current public concern and its potential effect on the organisation’s reputation or operations.
Award credit for correctly outlining the purpose of a representative body such as an employee union or professional association.

Marking Points

Key points examiners look for in your answers

Award credit for demonstrating the ability to identify at least three different types of workplace hazards (e.g., slips, trips, manual handling, fire) and explaining their potential risks.
Expect learners to show they can follow safe working procedures, such as using personal protective equipment (PPE) correctly, maintaining good housekeeping, and operating equipment safely.
In an emergency scenario, learners should evidence knowledge of the correct actions to take, including raising the alarm, calling for help, and providing basic first aid information.
Award credit for clearly describing specific aspects of the learner’s own occupational role and how they interrelate with other roles.
Credit should be given for accurately identifying at least two official sources of information or guidance (e.g., HR, union representative, statutory body).
Look for a demonstration of understanding how organisational principles and procedures guide behaviour and decision-making, with examples.
Accept recognition of a current public concern and its potential effect on the organisation’s reputation or operations.
Award credit for correctly outlining the purpose of a representative body such as an employee union or professional association.
Expect a comparison that highlights key differences, such as statutory rights versus contractual obligations.
Award credit for correctly identifying at least three distinct job search methods
Evidence must show the learner can filter search results by location, sector, or job title
The learner demonstrates understanding by explaining why a specific job vacancy is suitable for their skills
Marks awarded for showing awareness of how to use keywords effectively in job searches
Credit given for documenting the job search process, including screenshots or a log
Award credit for clearly articulating the benefits of social media for job seeking and professional branding
Credit given for accurately identifying at least three distinct privacy or security threats
Evidence of adjusting privacy settings appropriately (e.g., making a profile private, managing friend lists) should be observed
A professional profile is created with appropriate content, tone, and contact information
Learner demonstrates ability to schedule posts or update the account consistently as instructed
Award credit for correctly categorising a problem as interpersonal, procedural, or resource-related in scenario-based questions.
Expect clear description of at least two problem-solving steps, such as gathering information or evaluating options.
Look for solutions that are feasible within a typical entry-level role, not theoretical or impractical.
Award credit for clearly defining at least two benefits of teamwork with workplace examples
Look for evidence of the learner identifying their own and others' roles, with examples of task allocation
Accept documentation showing active participation, such as minutes, task logs, or witness statements
For self-review, credit specific, honest self-assessment rather than generic praise; look for concrete examples of what went well and what could be improved
Award credit for correctly identifying at least two distinct types of conflict with relevant examples
Credit should be given for recognising a range of consequences, including emotional, physical, social, and professional impacts
Accept any valid emotional response (e.g., anger, anxiety) or physical response (e.g., increased heart rate, tension) linked to the correct terminology
Award marks for explaining how a particular behaviour (e.g., active listening, avoidance) influences conflict dynamics
Award credit for correctly identifying at least three distinct customer needs in a scenario.
Evidence of demonstrating attentive body language (eye contact, open posture) during a role-play assessment.
Provides a clear, polite greeting and closing statement in simulated service encounters.
Shows the ability to paraphrase or summarise a customer’s concern to confirm understanding.
Submits a reflective account that links good service to repeat business and positive word-of-mouth.
Names at least two techniques for de-escalating a tense situation (e.g., calm tone, empathy, offering solutions).
Award credit for clearly linking punctuality to professional reputation.
Look for evidence of using a scheduling tool (e.g., diary, planner) to manage daily tasks.
Assess the learner's ability to articulate the impact of lateness on colleagues.
Check for understanding of SMART goals in a time management context.
Award credit for correctly distinguishing between gross and net pay on a payslip.
Expect learners to list at least three types of expenditure with examples.
Acknowledge accurate identification of different payment methods (e.g., direct debit, cash, bank transfer).
Look for budgeting plan that balances income and expenditure realistically.
Award credit for clearly identifying at least three features of a workplace induction (e.g., health and safety talk, tour of premises, meeting colleagues).
Credit should be given for explaining why first impressions matter, with reference to professionalism, trust, and team integration.
Learners must demonstrate understanding that induction provides essential IAG for worker safety and performance.
Mark positively for describing specific behaviours that create a good first impression, such as punctuality, appropriate dress, and active listening.
Award credit for accurately describing at least two key responsibilities of a manager, such as setting tasks or providing feedback.
Award credit for identifying personal qualities (e.g., punctuality, honesty) and explaining how each fosters a positive manager-employee relationship.
Award credit for demonstrating through role-play or written account how to appropriately respond to managerial instructions or constructive criticism.
Award credit for correctly naming at least two types of representative bodies (e.g., trade unions, professional associations).
Award credit for providing a clear explanation of how a trade union supports its members.
Award credit for demonstrating understanding of the term 'collective bargaining' with a simple example.
Award credit for identifying at least one positive impact of representative bodies on a workplace.
Identifies key information typically required in job applications.
Completes application form accurately and legibly.
Writes a supporting letter/statement tailored to the job.
Uses appropriate language and format for the application.
Award credit for clearly identifying at least two reasons why change occurs at work (e.g., new systems, economic factors) with workplace examples.
Award credit for describing the emotional and practical impact of change on themselves or colleagues, showing awareness of both positive and negative effects.
Award credit for outlining a minimum of two appropriate coping strategies (e.g., asking for training, talking to a manager) and explaining how they could be applied in a work context.
Award credit for demonstrating the ability to paraphrase spoken instructions back to the instructor to confirm understanding before proceeding.
Look for evidence that the learner asks targeted clarifying questions when an instruction is ambiguous or incomplete, rather than making assumptions.
Assess the accuracy with which the learner follows a written procedures document or checklist to complete a task, including attention to sequence and detail.
Award credit for demonstrating an understanding of at least one decision-making technique (e.g., listing pros and cons) and applying it to a given scenario.
Evidence must show the learner can reflect on a past decision, explaining what went well and what they might do differently, with clear justification.
To meet criteria for making better decisions, the learner should outline the steps taken to gather information before making a choice, such as asking for advice or researching options.
Award credit for identifying at least two personal qualities (e.g., punctuality, positive attitude) that improve employment prospects, with clear justification.
Award credit for providing specific examples of how a particular personal behaviour (e.g., active listening, adaptability) can benefit a team or work process.
Award credit for effectively demonstrating a positive personal quality during a simulated workplace task, as observed by the assessor.
Award credit for demonstrating knowledge of at least two different selection methods (e.g., application forms, telephone interviews, assessment centres).
Evidence of thorough interview preparation, such as having researched the company and prepared relevant questions to ask the interviewer.
Demonstration of appropriate personal qualities and behaviours, including punctuality, professional attire, positive body language, and clear communication.
Identification of own strengths (with examples) and specific areas for improvement, supported by a realistic action plan for development.
Award credit for accurately including personal details: full name, contact information, and location.
Award credit for presenting a logical CV structure with clear headings (e.g., Personal Profile, Education, Work Experience, Referees).
Award credit for listing education and qualifications in reverse chronological order with dates and institutions.
Award credit for describing relevant work experience with concise role summaries and achievements.
Award credit for nominating appropriate referees (e.g., previous employer, teacher) and indicating that permission has been obtained.
Award credit for demonstrating understanding of referees’ role by explaining how they validate candidate claims and character.

Examiner Tips

Expert advice for maximising your marks

💡When completing assignments, always refer to the specific health and safety policy of your workplace or learning environment, as real-world examples strengthen your evidence.
💡For practical assessments, demonstrate safe behavior consistently throughout the task, not just when you think you are being observed, as assessors often monitor holistic performance.
💡Always contextualise answers with real or hypothetical workplace scenarios to demonstrate practical understanding.
💡When discussing rights and responsibilities, refer to specific pieces of legislation where possible (e.g., Health and Safety at Work Act).
💡For portfolio-based evidence, include screenshots or summaries of policy documents and reflect on their application.
💡Systematically document every step of your job search in a structured log or portfolio
💡Tailor your search using specific filters such as location, industry, and job type for better results
💡When selecting a job to present in your evidence, choose one that clearly matches your stated skills and explain the fit
💡To demonstrate understanding, compare two job advertisements and discuss which is more suitable and why
💡Include real examples of networking efforts, even if informal, to strengthen your evidence
💡Always review your digital footprint before submitting evidence; search for your name online to see what a recruiter might find
💡When documenting tasks, show screenshots of your privacy settings, acceptable use policy checks, and any professional interactions to demonstrate competence
💡In scenario-based questions, always identify the type of problem before suggesting a solution—this shows structured thinking.
💡When outlining problem-solving steps, use real workplace examples to demonstrate applied understanding.
💡For higher marks, explain why your proposed solution is likely to be effective, referencing workplace policies or common sense.
💡When reviewing team performance, structure responses using the STAR method (Situation, Task, Action, Result) to provide clear, evidence-based reflections
💡Compile a portfolio of evidence including emails, meeting notes, and peer feedback to support claims of effective teamwork
💡Practice active listening and note-taking during team meetings; these skills are often assessed both directly and indirectly
💡For the self-review component, be specific about improvements — set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals for future development
💡When identifying types and causes, use concrete examples from the given scenario to support your points
💡Structure your answer by considering consequences from multiple perspectives: personal, social, academic, and occupational
💡Differentiate clearly between emotional feelings (e.g., anger) and physical sensations (e.g., clenched fists) when describing responses
💡Explain the impact of a behaviour on conflict by stating whether it makes the situation better or worse and why
💡In role-play assessments, pause briefly before responding to show you are processing information; this demonstrates active listening.
💡Always structure written responses to include an example from a workplace or practice scenario to strengthen evidence.
💡Use the 'HEAT' check (Hear them out, Empathise, Apologise appropriately, Take action) when describing complaint handling.
💡Refer to the organisational benefits of good service—mention customer loyalty, reputation, and personal job security.
💡When demonstrating service, maintain positive language even when saying 'no'—offer alternatives wherever possible.
💡Prepare examples of how you have managed your time effectively in a previous role or study.
💡Use specific terminology like 'prioritisation matrix' to demonstrate depth of understanding.
💡For assessments, practise creating a weekly schedule that includes both fixed appointments and flexible tasks.
💡Practice reading real-world payslips and bank statements to build familiarity.
💡When creating a budget, always include a contingency for unexpected costs.
💡Use simple subtraction to check if a budget balances before submitting.
💡In assessments, use concrete examples from workplace scenarios to illustrate points about induction and first impressions.
💡When describing first impressions, always link behaviour to the impact on colleagues and supervisors.
💡Remember that induction covers both formal processes (badges, paperwork) and informal aspects (team lunches, mentoring).
💡When describing manager responsibilities, use workplace-based examples or scenarios to show practical understanding.
💡In role-play assessments, actively listen and respond calmly to feedback, showing you can manage your emotions in a professional context.
💡For written tasks, structure your answers clearly: outline the manager’s duty, then link it to the personal qualities needed from the employee to support that duty.
💡Use specific examples of representative bodies (e.g., Unison, RCN, ACAS) to strengthen answers.
💡When explaining impact, focus on both individuals and the organisation as a whole.
💡Learn at least two key functions of trade unions beyond pay negotiations.
💡Check your understanding of key terms like 'collective bargaining' and 'conciliation' before the assessment.
💡Read the job description carefully and match skills.
💡Use positive language and specific examples.
💡Proofread before submitting.
💡When answering written or portfolio tasks, use specific workplace scenarios (even imagined ones) to show practical application of coping strategies.
💡Structure your evidence to address all three learning objectives sequentially: reasons, impact, and coping methods, to ensure full coverage.
💡Include personal reflection or a simple action plan demonstrating your own proactive approach to handling change—assessors value self-awareness.
💡During assessment tasks, always restate key parts of spoken instructions in your own words and ask, ‘Have I understood this correctly?’ to demonstrate active clarification.
💡For written instructions, highlight or underline action verbs and deadlines as you read, then tick off each step as you complete it to show methodical adherence.
💡In your portfolio, explicitly label each piece of evidence against the relevant learning outcome to ensure it is clearly tracked.
💡When reflecting on decisions, use structured models like 'What? So what? Now what?' to demonstrate depth of reflection.
💡For demonstrating informed decision-making, include sources of information used (e.g., notes from a conversation with a mentor, web searches) as annexes to your assignment.
💡When providing evidence, always connect a personal quality to a real or realistic workplace outcome to show practical understanding.
💡During demonstrations, maintain professional body language and tone—assessors observe non-verbal cues as part of personal behaviours.
💡Use the STAR method (Situation, Task, Action, Result) to structure reflections on how you used a personal quality in a work context.
💡When answering questions about selection methods, link each method to a specific job role or industry to show contextual understanding.
💡Practice answering common interview questions aloud, and reflect on your performance to identify strengths and areas to improve articulation.
💡For portfolio evidence, include a mock interview feedback form or a personal development plan that clearly outlines actions taken to address weaknesses.
💡Always proofread your CV multiple times; ask a peer or tutor to check for errors before final submission.
💡Use a clean, reverse-chronological layout and restrict the document to two pages maximum unless you have extensive experience.
💡Tailor the personal profile and key skills section to match the specific job description, using keywords from the advert.
💡For each referee, state their relationship to you, their contact details, and confirm that you have asked their permission to be listed.
💡Avoid leaving unexplained gaps in your employment or education history; if there are gaps, briefly account for them (e.g., 'career break for study').
💡Save your CV as a PDF to preserve formatting, and name the file professionally (e.g., 'FirstName_LastName_CV.pdf').

Common Mistakes

Pitfalls to avoid in your exam answers

Assuming that hazards are always obvious and failing to conduct regular checks for less visible risks, like worn cables or poor lighting.
Believing that health and safety is solely the responsibility of the employer, rather than a shared duty, and not taking personal initiative to work safely.
In emergency situations, panicking and acting without thinking, rather than following the established emergency procedures.
Confusing personal opinions with organisational principles or legal requirements.
Failing to distinguish between informal advice and official guidance sources.
Assuming representative bodies only support employees without understanding their broader regulatory role.
Overlooking the employer’s responsibilities, focusing solely on employee entitlements.
Using overly broad search terms, leading to irrelevant results
Failing to check multiple job search platforms or sources
Applying for roles without fully reading the job description or requirements
Ignoring the importance of company research during the search phase
Not recognising how personal skills align with job duties in the search process
Confusing personal social media use with professional use, leading to oversharing or inappropriate content
Failing to regularly review and update privacy settings after platform updates
Underestimating the risks of phishing scams, weak passwords, or accepting unknown contacts
Neglecting to check the visibility of tagged content or comments before sharing
Assuming all problems require immediate escalation rather than personal initiative.
Failing to consider the perspectives of others in interpersonal problems.
Proposing solutions that are vague or not actionable (e.g., 'be more careful').
Providing only theoretical knowledge of teamwork without linking to actual practice or workplace examples
Failing to distinguish between individual performance and team outcomes, leading to an inflated self-assessment
Over-relying on informal peer feedback without documented evidence or critical analysis
Confusing a description of team activities with a reflective review; simply listing what happened rather than evaluating personal contribution
Confusing conflict with related concepts such as bullying, harassment, or aggression
Assuming all conflict is negative and failing to recognise its potential for positive change
Providing only emotional responses without considering physical signs or vice versa
Describing behaviours without linking them to the outcome of the conflict (escalation or de-escalation)
Assuming all customers have the same needs or expectations, leading to a one-size-fits-all approach.
Interrupting the customer before they have finished explaining their issue.
Using negative language or phrases that may escalate tension, such as 'You should have...'.
Failing to maintain a professional demeanour when under pressure, e.g., sighing or appearing rushed.
Overlooking non-verbal cues, such as customer body language indicating confusion or frustration.
Providing a solution without first acknowledging the customer's feelings or perspective.
Confusing being busy with being productive.
Failing to distinguish between urgent and important tasks.
Assuming that punctuality only means arriving on time, not submitting work by deadlines.
Confusing gross income with net income.
Omitting irregular expenditure (e.g., annual bills) when budgeting.
Misinterpreting bank statement abbreviations.
Confusing induction with ongoing training; induction is initial orientation, not continuous development.
Overlooking the importance of non-verbal communication in first impressions, focusing only on verbal introductions.
Assuming that IAG is only about job tasks, neglecting its role in wellbeing and company policies.
Assuming that managers are only responsible for discipline and not for support or development.
Failing to recognize that the employee’s attitude and behaviour directly impact the effectiveness of the manager's role.
Believing that a manager-employee relationship should be purely social rather than professional, leading to blurred boundaries.
Confusing the role of trade unions with that of human resources departments.
Assuming representative bodies only deal with pay disputes and not wider issues like training or legal support.
Failing to distinguish between trade unions and professional associations.
Providing generic answers without specific examples of representative bodies.
Leaving sections blank or providing incomplete information.
Using generic statements not tailored to the role.
Making spelling or grammar errors.
Assuming all change is negative, failing to recognise potential benefits or opportunities for development.
Listing coping strategies that are vague or unrealistic, such as 'just be positive' without actionable steps or workplace relevance.
Confusing personal life changes with workplace changes, or providing examples that do not relate to a professional setting.
Overlooking the importance of communication and support networks when managing change, focusing only on individual resilience.
Learners often assume they have understood an instruction correctly without verifying, leading to errors that could have been avoided by simply restating or asking for confirmation.
When following written instructions, students frequently skip headings, bullet points, or numbered steps, resulting in missed actions or incorrect task sequencing.
Failing to differentiate between impulsive decisions and considered ones, often confusing personal preference with informed choice.
Not providing a clear rationale when reflecting on decisions, instead just describing what happened without analysis.
Overlooking the importance of seeking information; assuming decisions can be made without any external input.
Confusing personal qualities (e.g., honesty, resilience) with technical skills or academic qualifications.
Stating a personal quality without linking it to practical impact—e.g., merely saying 'I am reliable' without explaining how reliability aids task completion.
Overlooking the demonstration aspect: failing to actively show the behaviour in role-plays or written reflections, assuming knowledge alone is enough.
Believing that interviews are the only selection method used by employers, overlooking other methods like tests or group exercises.
Failing to prepare specific examples from past experiences to demonstrate skills, leading to vague answers.
Focusing solely on strengths without acknowledging areas for improvement, or being overly negative about weaknesses.
Neglecting non-verbal communication aspects, such as maintaining eye contact or sitting with a slouched posture.
Omitting essential contact information, such as a telephone number or professional email address.
Including irrelevant personal details, like marital status, date of birth, or a photograph, unless specifically requested.
Failing to tailor the CV to the job applied for, using a generic document for all applications.
Providing referees without their prior consent, which can lead to negative consequences if contacted unexpectedly.
Misaligning referees with the job role, e.g., using a personal friend instead of a professional contact.
Using poor spelling, grammar, or inconsistent formatting, undermining professionalism.

Frequently Asked Questions

Common questions students ask about this topic

Key Terminology

Essential terms to know

Know about health and safety hazards and requirements in the work or learning environmentBe able to carry out tasks safelyKnow how to respond to emergencies and accidents

Occupational role integration

Organisational principles and compliance

Access to information and guidance

Rights and responsibilities

Representative bodies

Public concern awareness

Using online job portals

Understanding job advertisements

Networking strategies

Matching skills to roles

Professional online presence

Privacy and security settings

Cyber threats and risk management

Ethical and legal responsibilities

Account maintenance and monitoring

Workplace problem types

Structured problem-solving

Formulating practical solutions

Conflict resolution

Decision-making skills

Team dynamics and roles

Effective workplace communication

Contributing to shared goals

Self-assessment and feedback

Problem-solving in teams

Types of conflict

Causes of conflict

Consequences of conflict

Emotional and physical responses

Conflict behaviours

Identifying customer needs

Effective communication methods

Professional conduct and attitude

Building customer rapport

Service etiquette and first impressions

Managing difficult situations

Punctuality and professional reliability

Time management techniques

Prioritisation and scheduling

Consequences of poor timekeeping

Accountability and responsibility

Income identification

Expenditure management

Financial documentation

Budget planning

Savings strategies

Workplace Induction Processes

Health and Safety Familiarisation

First Impressions and Professionalism

Information, Advice, and Guidance (IAG)

Organisational Culture and Policies

Understand the importance of managers their responsibilitiesUnderstand personal qualities and behaviours in a manager-employee relationship

Trade union functions and advocacy

Professional association benefits

Collective bargaining processes

Employee rights and legislation

Workplace representation structures

Impact on employment conditions

Know the type of information usually in a job applicationComplete a job application including a supporting letter/statement

Understand change at work why it may happenUnderstand the impact of change at workUnderstand ways of coping with change at work

Understand spoken and written instructionsFollow spoken instructions, clarifying understandingFollow written instructions

Understand decision making and ways to do soReflect upon and justify decisionsKnow how to make better, more informed decisions

understand how personal qualities and behaviours can improve employment prospectsdemonstrate positive personal qualities and behaviours in the workplace

Know about different selection methodsKnow how to prepare for an interviewUnderstand personal qualities and behaviours for interviewsIdentify strengths and areas of improvement in own performance

Know the type of information usually included in a CVUnderstand the importance of referees in the recruitment processProduce a CV

Likely Command Words

How questions on this topic are typically asked

Complete

Write

Identify

Describe

List

Ready to test yourself?

Practice questions tailored to this topic

GA Level 1 Award in Employability

Subtopics in this area

Topic Overview

What You Need to Demonstrate

Marking Points

Examiner Tips

Common Mistakes

Frequently Asked Questions

Key Terminology

Likely Command Words

Ready to test yourself?

Related Topics in GATEHOUSE-AWARDS-LTD vocational Employability & Work Skills

Being Healthy and Safe at Work

Being Managed at Work

Completing a Job Application

Coping with Change at Work

GA Level 1 Award in Employability

Subtopics in this area

Topic Overview

What You Need to Demonstrate

Marking Points

Examiner Tips

Common Mistakes

Frequently Asked Questions

What is the GA Level 1 Award in Employability?

How long does it take to complete the GA Level 1 Award in Employability?

Do I need any previous qualifications to take this course?

What topics are covered in the GA Level 1 Award in Employability?

How is the GA Level 1 Award in Employability assessed?

What can I do after completing the GA Level 1 Award in Employability?

Key Terminology

Likely Command Words

Ready to test yourself?

Related Topics in GATEHOUSE-AWARDS-LTD vocational Employability & Work Skills

Being Healthy and Safe at Work

Being Managed at Work

Completing a Job Application

Coping with Change at Work