LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Healthy Lifestyle

Healthy lifestyle is a Pearson Skills for Life unit in which learners look at the factors that affect mental and physical health and wellbeing, review how far they follow a healthy lifestyle, plan steps or goals to improve it and take part in activities to meet those goals. It is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy carries most of the assessment: listing, describing or explaining health factors, writing a personal plan and reflecting on activities. Numeracy is light: goals need timelines and, at Level 2, must be measurable, while comparing questionnaire scores with NHS targets is only suggested.

Awarding body
Pearson
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the specification
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: list, outline or identify factors that affect health and wellbeing, give steps, simple goals or a basic plan to improve own lifestyle, and take part in activities to achieve them. The essential information for assessment decisions says how many factors, steps and goals learners show at each level. Centres choose the type of evidence and set and mark the assessment, adapting Pearson's Authorised Assignment Brief or devising their own, internally verified and quality assured by Pearson standards verification. 20 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain (Level 2) factors affecting health and wellbeing, review own lifestyle using different techniques, produce a clear, realistic plan (Level 1) or a detailed, measurable plan following SMART principles (Level 2), and take part in activities to achieve at least two (Level 1) or three (Level 2) planned goals, then reflect on them. Centres choose the type of evidence and set and mark the assessment, internally verified and quality assured by Pearson standards verification. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Describing and explaining factors that affect health and wellbeing

    Assessed: In coursework (non-examination assessment, NEA)

    Learners list one or two factors at Entry 1, outline or identify two to three at Entry 2 and Entry 3, describe at least three at Level 1 and explain three or four at Level 2, covering things such as diet, exercise, sleep, hygiene and relationships. Entry 3 learners also identify lifestyle influences, health risks and the benefits of a healthy lifestyle. This is required by the assessment criteria.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils sort picture cards of daily habits into healthy and less healthy piles and write one sentence for each pile explaining their choice, using the word because.
    Year 8
    Pupils give a one minute talk to a partner on how sleep affects mood and concentration, using a word bank that includes wellbeing and routine.
    Year 9
    Pupils write three paragraphs explaining how diet, exercise and friendships each affect mental and physical wellbeing, with an example for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 14, assessment criteria, page 68; Essential information for assessment decisions, Entry 1 to Entry 3, page 69, Level 1 and Level 2, page 70

    “Learners can explain a range of three or four factors affecting mental and physical wellbeing”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

  2. Writing a personal plan to improve own lifestyle

    Assessed: In coursework (non-examination assessment, NEA)

    Entry learners give steps or simple goals, Entry 3 learners create a basic personal plan with two goals, activities and timelines, Level 1 learners a clear, realistic plan with at least three goals, actions and timelines, and Level 2 learners a detailed, personalised SMART plan showing how changes lead to positive outcomes. This is required by the assessment criteria.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils fill in a three box planner, I will, I will do it by, I will know it worked when, for one small change such as eating fruit at break.
    Year 8
    Pupils write a short action plan with two goals, the steps for each and a date to check progress, then swap with a partner to check it is clear.
    Year 9
    Pupils draft a SMART plan for one health goal, then redraft it after peer feedback so each goal is specific, measurable and has a deadline.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 14, assessment criteria, page 68; Essential information for assessment decisions, Entry 3, page 69, Level 1 and Level 2, page 70

    “produce a detailed, measurable and personalised plan, following SMART principles, to improve their own healthy lifestyle choices”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can explore different ways to plan, draft and present my work appropriately.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

  3. Reflecting on activities and how they helped

    Assessed: In coursework (non-examination assessment, NEA)

    After taking part in activities, Entry 1 learners say or indicate how an activity made them feel better, Entry 2 and Entry 3 learners give or state one way it helped, Level 1 learners briefly describe and Level 2 learners briefly explain how the activities helped them achieve their goals. This is required by the essential information for assessment decisions.

    Literacy: Planning and organising for different purposes, audiences and context, Purpose

    Getting pupils ready

    Year 7
    Pupils finish a sentence starter after a PE lesson, After the activity I felt, and add one reason.
    Year 8
    Pupils keep a five day wellbeing diary after a lunchtime walking challenge, writing two sentences a day on how they felt and why.
    Year 9
    Pupils write a short reflective account of a month long goal, explaining what worked, what did not and what they will change next.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 14, Essential information for assessment decisions, Entry 1 to Entry 3, page 69, Level 1 and Level 2, page 70

    “Learners will reflect on the activities undertaken and briefly explain how they have helped to achieve their goals”
    Progression step 3

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

    Progression step 4

    • I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

    • I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

  4. Reading questionnaires and health guidance

    Assessed: Taught, but not assessed

    Annexe C describes the unit content as questionnaires and diaries, interpreting health guidance, and planning and reflection, and Level 1 learners can use lifestyle questionnaires to review their practices. Reading guidance closely is needed to complete these well, but the specification does not set a reading task, so this is taught rather than assessed.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils scan an NHS Eatwell Guide leaflet to find the five food groups and copy one tip for each into their books.
    Year 8
    Pupils read a short lifestyle questionnaire, highlight any words they do not understand, and look them up before answering it.
    Year 9
    Pupils read NHS guidance on physical activity for young people and summarise the key recommendations in five bullet points in their own words.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 14, Essential information for assessment decisions, Level 1, page 70; Annexe C, SfL 14 Unit Content, page 162

    “Questionnaires/diaries; interpreting health guidance; plan and reflection”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    Progression step 4

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

    • I can read closely, follow up and use additional material in texts to extend my understanding.

  5. Setting measurable goals with timelines

    Assessed: In coursework (non-examination assessment, NEA)

    Entry 3 plans include development activities and timelines, Level 1 plans at least three goals, actions and timelines, and Level 2 plans must be measurable and follow SMART principles, so learners decide how much, how often and by when. Learners then take part in activities to achieve at least two (Level 1) or three (Level 2) goals. This is required by the assessment criteria.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils turn a vague goal, get fitter, into a number goal, such as 20 minutes of skipping three times a week, and mark the days on a printed calendar.
    Year 8
    Pupils plan a four week step challenge, setting a weekly step target that rises by 500 steps a day each week, and write the dates for each target.
    Year 9
    Pupils set three SMART goals for sleep, activity and water intake, each with a number, a unit and a deadline, and schedule weekly check points.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 14, assessment criteria, page 68; Essential information for assessment decisions, Entry 3, page 69, Level 1 and Level 2, page 70

    “a clear, realistic plan with at least three goals, actions, and timelines”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    • I can identify, measure or obtain required information to complete the task.

  6. Recording and interpreting lifestyle data against guidelines

    Assessed: Taught, but not assessed

    Annexe C links the unit to completing questionnaires and diaries, using pedometers, apps and wearables to record data, and at higher levels interpreting questionnaire scores and comparing them with guidelines such as NHS targets. These are suggested ways to review a lifestyle rather than requirements, so the numeracy is taught but not directly assessed.

    Numeracy: Collecting data, Interpreting data

    Getting pupils ready

    Year 7
    Pupils record how many portions of fruit and vegetables they eat each day for a week in a tally chart and compare the total with the five a day target.
    Year 8
    Pupils record a week of sleep times, work out the average night, and compare it with the recommended hours for their age.
    Year 9
    Pupils record daily activity minutes and mood ratings for two weeks, draw a chart, compare their totals with the NHS weekly target and say what the data does and does not show.
    Show the specification wording and the LNF statements

    Where it is in the specification: Annexe C, SfL 14, page 162; Unit SfL 14, Essential information for assessment decisions, Level 1 and Level 2, page 70

    “interpreting questionnaire scores and comparing them to guidelines (e.g. RDI/NHS targets) at higher levels”
    Progression step 3

    • I can collect relevant data to answer posed questions.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can collect both quantitative and qualitative data.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

Good to know

Links with other qualifications

Explaining health factors, writing SMART goals and reflecting on activities are shared with WJEC GCSE Physical Education and Health and the WJEC VCSE and Foundation in Sport and Leisure, and reading food guidance links with WJEC GCSE Food and Nutrition. Comparing scores and timelines with guideline targets touches WJEC GCSE Mathematics and Numeracy only lightly. Within the WJEC Skills Suite, Exercise for All and Food Planning and Preparation ask for similar plans and reflections. Compared with the WJEC Healthy lifestyle unit, also 20 hours, which spreads the writing across four learning outcomes and has Level 1 and Level 2 learners track a goal, the Pearson unit puts the literacy into one combined criterion per level and its numeracy into a plan with at least three goals and timelines at Level 1 and a measurable SMART plan at Level 2.

Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfL 14: Healthy lifestyle.