Planning and reviewing learning — SEG Awards Vocational Employability & Work Skills

The SEG Awards Level 1 Award in Employability Skills is designed to equip students with the foundational skills needed to succeed in the workplace. This qualification covers key areas such as communication, teamwork, problem-solving, and self-management, which are essential for entering the job market or progressing to further study. By focusing on practical, real-world applications, the award helps students build confidence and demonstrate their readiness for employment.

This qualification is part of the SEG Awards Other Life Skills suite, which aims to develop transferable skills that are valued by employers across all sectors. The Level 1 Award is ideal for students who are new to employability skills or who need to strengthen their basic understanding before moving on to higher-level qualifications. It provides a solid foundation for future career development and lifelong learning.

In the wider context of employability, this award helps students understand what employers expect and how to meet those expectations. Topics include preparing for job applications, understanding workplace rights and responsibilities, and developing effective communication strategies. By completing this award, students will be better prepared to navigate the world of work and make positive contributions to their chosen careers.

• →Communication: Understanding verbal, non-verbal, and written communication skills, and how to adapt them for different audiences and purposes in the workplace.
• →Teamwork: Recognising the importance of collaboration, active listening, and contributing to group tasks to achieve common goals.
• →Problem-solving: Applying a structured approach to identify issues, generate solutions, and evaluate outcomes in work-related scenarios.
• →Self-management: Demonstrating punctuality, organisation, and the ability to work independently while managing time and resources effectively.
• →Job application skills: Knowing how to complete application forms, write a CV, and perform well in interviews, including understanding the STAR technique (Situation, Task, Action, Result).

• Award credit for demonstrating the ability to set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) targets that directly link to identified areas for improvement.
• Evidence should include a written or digital learning plan that clearly outlines steps, resources needed, and success criteria for each target, showing a logical sequence.
• In the review stage, look for specific examples of what was achieved, any barriers encountered, and concrete lessons learned that inform future planning.
• Carrying out the plan requires dated, authentic evidence of engagement with the planned activities (e.g., tutor observations, completed tasks, reflective notes).

• 💡Ensure target setting is directly linked to initial self-assessment or diagnostic results, showing a clear rationale for each chosen goal.
• 💡Use a standard template for the learning plan and review consistently; this helps structure evidence and makes it easier for assessors to locate key information.
• 💡Include witness statements or observation records from tutors/employers as powerful evidence when carrying out the plan, especially for practical skills.
• 💡In the review, refer back to the original targets and success criteria, and explicitly state the extent to which each was met, using specific examples from your evidence.
• 💡Use specific examples from your own experience when answering questions about teamwork or problem-solving. Examiners look for evidence that you can apply skills in real situations, not just define them.
• 💡Pay attention to command words like 'describe', 'explain', and 'evaluate'. For 'evaluate', you must give both positive and negative points before reaching a conclusion.
• 💡In questions about communication, remember to mention non-verbal cues like eye contact and body language, as these are often overlooked but are crucial in workplace settings.

• Setting targets that are too vague or broad (e.g., 'get better at English') instead of specifying the skill and measurable outcome.
• Confusing a plan with a simple to-do list; failing to include timelines, resources, or checkpoints for progress monitoring.
• Not gathering sufficient evidence during the 'carry out' phase, leading to a review that relies on memory rather than documented performance.
• Providing superficial reviews that only state success or failure without analysing why things happened or what could be done differently next time.
• Misconception: Employability skills are only needed for job interviews. Correction: These skills are used daily in the workplace, from communicating with colleagues to managing workload and solving problems.
• Misconception: Teamwork means everyone does the same amount of work. Correction: Effective teamwork involves playing to individual strengths and supporting others, not necessarily equal division of tasks.
• Misconception: Problem-solving is only for managers. Correction: All employees encounter problems and are expected to contribute to solutions, even in entry-level roles.

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