Obtaining Information Orally
WJEC-CBAC
Vocational
This element equips learners with fundamental oral communication abilities for everyday contexts. It focuses on accurately receiving information through active listening to instructions, explanations, and narratives, and responding or seeking clarification using spoken language. Mastery supports independence in work and life situations, such as following workplace directions or obtaining essential details.
16
Learning Outcomes
24
Assessment Guidance
25
Key Skills
15
Key Terms
25
Assessment Criteria
Assessment criteria
WJEC Entry Level Award In Essential Skills for Work and Life (Entry 2)
WJEC Level 1 Certificate In Essential Skills for Work and Life
WJEC Entry Level Award In Essential Skills for Work and Life (Entry 3)
WJEC Entry Level Certificate In Essential Skills for Work and Life (Entry 2)
WJEC Entry Level Diploma In Essential Skills for Work and Life (Entry 2)
WJEC Entry Level Certificate In Essential Skills for Work and Life (Entry 3)
WJEC Entry Level Diploma In Essential Skills for Work and Life (Entry 3)
Quick Revision Summary (Key Takeaway)
The WJEC Entry Level Certificate in Essential Skills for Work and Life (Entry 2) is a qualification that develops foundational skills in communication, numeracy, and digital literacy for everyday life and employment. It focuses on practical application, such as reading instructions, handling money, and using basic IT, preparing learners for further study or entry-level work.
Topic Overview
The WJEC Entry Level Certificate in Essential Skills for Work and Life (Entry 2) is designed for learners who are building foundational skills for everyday situations and the workplace. It covers three main areas: Communication, Application of Number, and Digital Literacy. These skills are essential for navigating daily tasks such as reading signs, handling money, and using basic computer functions. The qualification is assessed through practical tasks and short written responses, making it accessible for students who may struggle with traditional exams.
This qualification is part of the Foundations for Learning suite, which prepares students for further study or entry-level employment. It emphasizes real-world application, so students learn how to fill in forms, follow instructions, and solve simple numerical problems. By achieving this certificate, students demonstrate that they can apply these skills independently in familiar contexts, building confidence for future learning and work.
The course is structured around small, manageable units that can be studied flexibly. Assessment is continuous and task-based, allowing students to show their understanding without high-pressure exams. This makes it ideal for students who benefit from a more practical, hands-on approach to learning. The skills gained are transferable and form the basis for progression to Entry 3 or Level 1 qualifications.
Key Concepts
Core ideas you must understand for this topic
- →Communication: Reading and understanding simple texts, writing short messages, and following spoken instructions.
- →Application of Number: Using whole numbers, money, and simple measures in everyday contexts like shopping or time.
- →Digital Literacy: Basic computer skills such as using a mouse, typing, and navigating a website.
- →Problem-solving: Applying skills to real-life scenarios, e.g., planning a journey or budgeting for a meal.
Learning Objectives
What you need to know and understand
- Be able to listen for information from instructions and explanations. (CE3.1), Be able to use spoken language to ask for information. (CE3.1), Be able to follow spoken narratives and accounts of events. (CE3.1)
- Be able to listen for information from instructions and explanations. (CE3.1), Be able to use spoken language to ask for information. (CE3.1), Be able to follow spoken narratives and accounts of events. (CE3.1)
- Demonstrate active listening by accurately extracting key details from multi-step instructions.
- Apply appropriate questioning strategies to elicit specific information from a speaker.
- Identify main events and their sequence in a spoken account or narrative.
- Construct a concise summary of spoken explanations, highlighting critical points.
- Evaluate the clarity of received information and request clarification when necessary.
- Select relevant information from informal conversations to complete a given task.
- Be able to listen for information from instructions and explanations. (CE3.1), Be able to use spoken language to ask for information. (CE3.1), Be able to follow spoken narratives and accounts of events. (CE3.1)
- Identify main points and specific details from short spoken instructions.
- Demonstrate understanding of explanations by responding appropriately to oral prompts.
- Ask simple, relevant questions to obtain missing or unclear information.
- Follow a sequence of events in a short spoken narrative and retell the main points.
- Distinguish between instruction, explanation, and narrative in spoken discourse.
- Be able to listen for information from instructions and explanations. (CE3.1), Be able to use spoken language to ask for information. (CE3.1), Be able to follow spoken narratives and accounts of events. (CE3.1)
- Be able to listen for information from instructions and explanations. (CE3.1), Be able to use spoken language to ask for information. (CE3.1), Be able to follow spoken narratives and accounts of events. (CE3.1)
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit when the learner demonstrates accurate understanding by following at least two key steps from a spoken instruction (e.g., ‘pick up the red folder and place it on the desk’).
- Credit given for successfully using a clear question word (who, what, where, when) to request specific information, as observed in a role-play or real-life interaction.
- Evidence of sequencing at least three main events from a short spoken narrative (e.g., an anecdote or simple story) in the correct order, showing comprehension of temporal links.
- Award credit for accurately restating key points from a spoken instruction or explanation in the learner's own words.
- Look for evidence that the learner asks relevant, clear questions to obtain missing or unclear information, using appropriate phrasing and tone.
- Assess ability to sequence events from a spoken narrative correctly, demonstrating comprehension of the order and causal links.
- Credit demonstration of active listening signals, such as nodding or brief verbal acknowledgments, to show engagement during spoken exchanges.
- Award credit for accurately noting down all essential steps from a spoken instruction (e.g., a recipe or assembly task).
- Credit responses that use open-ended questions appropriately to gather missing information.
- Look for evidence of sequencing when retelling a spoken narrative (e.g., order of events in an anecdote).
- Mark positively for polite clarification requests (e.g., 'Could you repeat that, please?') during interactions.
- Assess ability to differentiate between relevant and irrelevant details in a spoken explanation.
- Award credit for demonstrating accurate recall of at least two key points from a short spoken instruction or explanation (e.g., following a recipe or safety briefing).
- Credit should be given for using clear, simple questions to request specific information (e.g., asking for the time of an appointment or price of an item).
- Evidence of successfully retelling the main events of a short spoken account or narrative in correct sequence, with minimal prompting.
- Award credit for accurately recalling at least two key details from a spoken instruction.
- Look for evidence that the learner asks a question directly related to the information gap.
- Credit should be given for correctly sequencing events when retelling a narrative.
- Assessors should note appropriate listening behaviours, such as eye contact or nodding.
- Award credit for demonstrating the ability to extract key details from a set of verbal instructions, such as identifying the steps in a task and repeating them back accurately.
- Credit should be given for asking relevant, clearly phrased, and specifically focused questions to obtain missing or unclear information during a simulated or real interaction.
- Award marks for accurately retelling or summarising a short spoken narrative, showing clear understanding of the main events, their chronological order, and any causal links.
- Award credit for demonstrating active listening by accurately repeating or carrying out a short sequence of instructions (e.g., a two-step task).
- Award credit when the learner asks a relevant, clearly phrased question to clarify or seek missing information during a role-play or real-life scenario.
- Award credit for recounting the main points of a brief spoken narrative in the correct chronological order, showing comprehension of key events.
Assessment Guidance
Guidance for achieving higher grades
- 💡Before acting, mentally rehearse the instruction by silently repeating it to yourself and identifying the key action words.
- 💡If any part of an explanation or narrative is unclear, politely ask for repetition or a simpler explanation; assessors value self-advocacy.
- 💡When asking for information, structure your question using ‘wh-’ words and pause to let the other person answer fully.
- 💡In assessed discussions, pause before responding to ensure you have fully processed the speaker's message.
- 💡When asked to follow instructions, mentally break them into steps and repeat them back to confirm accuracy where appropriate.
- 💡Use open-ended questions (e.g., 'Can you explain more about...?') to demonstrate your ability to seek detailed information.
- 💡In role-play assessments, paraphrase the speaker’s instructions to demonstrate understanding before proceeding.
- 💡Use note-taking strategically during long explanations—jot down keywords or symbols, not full sentences.
- 💡When following a narrative, mentally visualise the sequence of events to aid recall.
- 💡Practice formulating follow-up questions that begin with 'how', 'why', or 'what' to gather richer information.
- 💡In oral assessments, confirm understanding by summarising key points at the end of the interaction.
- 💡During assessments, you are allowed to ask for repetition or clarification – use polite phrases like 'Could you say that again, please?' to demonstrate effective communication skills.
- 💡When listening to instructions, mentally note or physically tick off each step as it is given to help you remember and follow the sequence accurately.
- 💡For narrative retelling, focus on answering the key questions: Who? What happened? When? Where? – this will help you give a structured account.
- 💡Practice active listening by focusing on “who, what, where, when” while hearing instructions.
- 💡Use phrase starters like “Can you please tell me…” when asking for information.
- 💡When following a narrative, make mental notes of the order of events.
- 💡Rehearse common question forms to build confidence in asking for clarification.
- 💡When being assessed on listening to instructions, repeat back the key points to the speaker to confirm understanding before carrying out the task; this shows active listening and ensures accuracy.
- 💡To demonstrate effective questioning, prepare a mental checklist of what you need to know and ask ‘who, what, when, where, why’ questions to fill any gaps politely and clearly.
- 💡For following narratives, listen for time-signalling words like ‘first’, ‘then’, ‘next’, ‘finally’ to help you sequence events correctly when you recount or summarise the story.
- 💡In assessment tasks, demonstrate 'active listening' by briefly repeating back a key instruction before starting, which shows you have processed it.
- 💡When asked to follow a narrative, mentally note 'who, what, where, when' as you listen; this structure helps when retelling events in order.
- 💡For asking questions, practice using open‑ended prompts like 'Can you tell me more about…?' or 'What should I do if…?' to show you can seek specific information.
- 💡For communication tasks, always check that your answer directly addresses the question. If asked to 'list', don't write full sentences.
- 💡In numeracy, estimate your answer first to check if your final answer is reasonable. For example, if you have £10 and spend £2, you should have about £8 left.
- 💡For digital literacy tasks, practice using a keyboard and mouse before the assessment. Know how to open a program and save a file.
Common Mistakes
Common errors to avoid in your coursework
- Misinterpreting instructions by latching onto a single familiar word and ignoring the overall meaning.
- Struggling to formulate a question and instead making a statement or repeating part of what was heard.
- Losing track of the narrative thread and recalling events out of sequence, especially when distracted by names or actions.
- Passive listening without confirming understanding, leading to omissions or misinterpretation of key details.
- Asking questions that are too vague or closed, failing to elicit the necessary information.
- Interrupting the speaker before they have finished providing instructions or explanations.
- Confusing the sequence of events in a narrative, leading to inaccurate retelling.
- Passive listening without noting key points, leading to incomplete recall.
- Asking closed questions that limit information (e.g., 'Is that right?') instead of probing.
- Confusing the chronological order of events in a narrative.
- Failing to ask for repetition or clarification when information is misunderstood.
- Inability to filter out background noise or irrelevant details, focusing on the wrong information.
- Learners often misinterpret instructions due to not recognising sequential words like 'first', 'then', or 'after that'.
- Asking overly broad or irrelevant questions that do not elicit the needed information, or failing to wait for a response.
- Confusing the order of events when retelling a narrative, often focusing on minor details rather than the main points.
- Confusing main ideas with minor details when listening.
- Failing to formulate a question, instead just stating a lack of understanding (e.g., 'I don't get it').
- Inability to separate events in a narrative from personal commentary.
- Misinterpreting instructions due to unfamiliar vocabulary.
- Learners often listen passively and attempt to memorise entire instructions verbatim, rather than identifying and focusing on actionable steps.
- Asking vague or irrelevant questions that do not elicit the specific information needed, often due to nervousness or lack of preparation.
- Mixing up the chronological order of events when recounting a spoken narrative, or omitting key details that affect the overall coherence.
- Passively hearing without processing: learners may nod or appear attentive but fail to retain key details, often because they are not actively identifying important words.
- Asking vague or closed questions that do not elicit the needed information, such as repeating the instruction rather than seeking clarification.
- Confusing the sequence of events when retelling a narrative, especially if they become distracted by minor details instead of the core storyline.
- Misconception: 'Digital literacy means just using social media.' Correction: It includes basic tasks like sending emails, using search engines, and staying safe online.
- Misconception: 'You don't need to show working out in numeracy tasks.' Correction: Showing steps helps you get marks even if the final answer is wrong.
- Misconception: 'Communication tasks are just about writing long sentences.' Correction: Short, clear answers are often better; focus on the key information.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on communication skills. Practice reading short texts (e.g., signs, instructions) and writing simple sentences. Use flashcards for key vocabulary.
- 2Week 2: Work on numeracy. Practice counting money, telling time, and measuring lengths. Use real objects like coins and rulers.
- 3Week 3: Develop digital literacy. Learn to use a word processor, send an email, and search the internet safely. Do one task per day.
- 4Week 4: Combine skills in real-life scenarios. Plan a simple meal (budgeting, reading recipe, writing shopping list) and practice on a computer.
Exam Question Types
How this topic typically appears in the exam
- 📋Multiple-choice questions: Read each option carefully and eliminate obviously wrong answers first.
- 📋Short-answer questions: Write a word or phrase; ensure spelling is clear but minor errors may be accepted if meaning is clear.
- 📋Practical tasks: Follow step-by-step instructions (e.g., 'Open the file and save it as 'My Work''). Practice similar tasks at home.
- 📋Fill-in-the-blank: Use context clues to guess the missing word; check grammar (e.g., 'a' vs 'an').
Command Word Expectations (WJEC-CBAC)
What examiners look for when using specific command words in this specification
List
Write items one below the other; no need for full sentences. Each item should be a single word or short phrase.
Describe
Give a short account of what something is like or what happened. Include key details but keep it brief.
Calculate
Show your working out and write the final answer with the correct unit (e.g., £, cm, minutes).
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Pitfall: Misinterpreting simple written instructions in a task, e.g., 'circle the correct answer' but ticking instead.
❌ Weak Answer (Loses Marks):The student ticks the correct option instead of circling it, losing a mark for not following instructions.
✅ 100% Model Answer (Full Marks):The student reads the instruction carefully and circles the correct answer as requested.
Examiner Tip: Always read the command word and follow it exactly. Practice with past papers to get used to different instructions.
Pitfall: In numeracy, confusing 'more than' and 'less than' when comparing numbers or quantities.
❌ Weak Answer (Loses Marks):The student writes '5 is more than 10' when comparing 5 and 10.
✅ 100% Model Answer (Full Marks):The student correctly identifies that 5 is less than 10, using the correct symbol or phrase.
Examiner Tip: Use number lines or real-life examples (e.g., money) to reinforce the meaning of 'more' and 'less'. Practice with visual aids.
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: You have £15. You buy a sandwich for £3.50 and a drink for £1.20. How much money do you have left?
- 1.Step 1: Add the cost of the sandwich and drink: £3.50 + £1.20 = £4.70.
- 2.Step 2: Subtract the total cost from the amount you had: £15.00 - £4.70 = £10.30.
- 3.Step 3: Write the answer with the correct unit: £10.30.
Final Answer: You have £10.30 left.
Question: Read the following instruction: 'Press the green button to start the machine.' What should you do first?
- 1.Step 1: Identify the key action word: 'Press'.
- 2.Step 2: Identify the object: 'the green button'.
- 3.Step 3: Understand the purpose: 'to start the machine'.
Final Answer: Press the green button.
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for WJEC-CBAC Obtaining Information Orally
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of English at Entry 1 level (e.g., can read simple words and phrases).
- •Familiarity with numbers up to 100 and simple addition/subtraction.
- •Some experience using a computer or tablet (e.g., turning it on, using a touchscreen).
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Be able to listen for information from instructions and explanations. (CE3.1), Be able to use spoken language to ask for information. (CE3.1), Be able to follow spoken narratives and accounts of events. (CE3.1)
- Be able to listen for information from instructions and explanations. (CE3.1), Be able to use spoken language to ask for information. (CE3.1), Be able to follow spoken narratives and accounts of events. (CE3.1)
- Active Listening Techniques
- Question Formulation
- Comprehension of Spoken Narratives
- Clarification and Confirmation
- Sequencing and Recall
- Be able to listen for information from instructions and explanations. (CE3.1), Be able to use spoken language to ask for information. (CE3.1), Be able to follow spoken narratives and accounts of events. (CE3.1)
- Listening for Key Details
- Asking Clarifying Questions
- Following Spoken Narratives
- Responding to Instructions
- Verbal Information Processing
- Be able to listen for information from instructions and explanations. (CE3.1), Be able to use spoken language to ask for information. (CE3.1), Be able to follow spoken narratives and accounts of events. (CE3.1)
- Be able to listen for information from instructions and explanations. (CE3.1), Be able to use spoken language to ask for information. (CE3.1), Be able to follow spoken narratives and accounts of events. (CE3.1)
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