Skills for Life: Healthy Lifestyle
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Healthy lifestyle is a Skills for Life unit in which learners explore how lifestyle choices affect physical and mental wellbeing, set a personal health or wellbeing goal, plan steps towards it and take part in activities that support it. It is one 20 hour unit that learners combine with other units into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy carries most of the assessment: describing, explaining and comparing lifestyle choices, justifying and planning a goal, and reflecting on progress. Numeracy is light and sits in tracking activity, sleep or steps, reviewing that data and planning steps with timescales.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Pecyn uned
- Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): 4 learning outcomes with assessment criteria at Entry 1, Entry 2 and Entry 3 (what a healthy lifestyle is, simple ways to support it, setting a personal health or wellbeing goal, taking part in activities towards that goal). Evidence is compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
- Level 1 and Level 2: 4 learning outcomes with assessment criteria at Level 1 and Level 2 (key factors in a healthy lifestyle, how lifestyle choices affect physical and mental wellbeing, setting, planning and tracking a personal goal, taking part in and reviewing a range of activities). Evidence is compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Sgiliau sy'n defnyddio Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
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Describing and explaining how lifestyle choices affect wellbeing
Learners move from giving one feature of a healthy lifestyle at Entry 1 to describing how factors support physical and mental wellbeing at Level 1, and explaining, analysing and comparing the effects of positive and negative choices at Level 2. Answers can be spoken or written, and these criteria are assessed.
Llythrennedd: Geirfa, sillafu, gramadeg, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort picture cards of daily habits into healthy and unhealthy and write one sentence about why each healthy habit helps.
- Blwyddyn 8
- Pupils write a paragraph describing how sleep affects both the body and mood, using the words energy, concentration and immune system.
- Blwyddyn 9
- Pupils write a short comparison of two teenagers' weekends, explaining the physical and mental effects of each one's choices and which is healthier overall.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcomes 1 and 2, page 5; Level 1 and Level 2, learning outcomes 1 and 2, assessment criteria 1.1 to 2.3, page 6
“How lifestyle factors support physical and mental wellbeing”
Cam cynnydd 3
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Cam cynnydd 4
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
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Justifying a goal and writing a plan
Entry 3 learners describe the steps needed to achieve a goal, Level 1 learners create a simple plan and identify challenges, and Level 2 learners justify a realistic and achievable goal and create a structured plan with clear steps and timescales. These criteria are assessed.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils complete a goal sheet with sentence starters, such as my goal is and my first step is, for drinking more water.
- Blwyddyn 8
- Pupils write a four step plan for joining a lunchtime club, with one possible problem and how they would deal with it.
- Blwyddyn 9
- Pupils write a short case for why their chosen fitness goal is realistic, then set it out as a plan with weekly steps and dates.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 3, assessment criterion E3 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 to 3.3, page 7
“setting, monitoring, and adapting personal goals over time”
Cam cynnydd 3
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
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Reflecting on progress and evaluating activities
Entry 3 learners reflect on how activities helped them work towards their goal, Level 1 learners describe how activities support progress and outline one improvement, and Level 2 learners explain progress and evaluate the effectiveness of activities. The overview names reflective writing and discussions, and reflections can be written, audio, pictorial or digital.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben, Prawfddarllen, golygu a gwella
Paratoi disgyblion
- Blwyddyn 7
- Pupils keep a three day diary after trying a breathing exercise, writing one sentence each day about how they felt.
- Blwyddyn 8
- Pupils tell a partner which of two wellbeing activities they enjoyed more and why, then write up their reasons in a short paragraph.
- Blwyddyn 9
- Pupils write an evaluation of a month of activities towards a goal, saying what worked, what did not, and one change they will make.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 4, assessment criterion E3 4.2, page 5; Level 1 and Level 2, learning outcome 4, assessment criteria 4.2 and 4.3, page 7; Sources of evidence, page 12
“learner journals, diaries, logs, or reflective accounts (written, audio, pictorial or digital)”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.
Rwy’n gallu myfyrio ar safon fy mynegiant, ei olygu a'i ailddrafftio i wella'r ansawdd, a defnyddio ystod o strategaethau i sicrhau mwy o eglurder.
Cam cynnydd 4
Rwy'n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau, e.e. iaith emosiynol, gor-ddweud, dewis rhagenwau (chi, ni), i ddangos effaith.
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Da gwybod
- The unit codes printed in the pack are "S613E1" for Entry 1 and S614E2, S614E3, S614L1 and S614L2 for the other levels, so check the Entry 1 code with WJEC before registering. The unit carries "20" guided learning hours (Unit overview, page 3).
- Writing is not the point: "extended written work is not required unless appropriate" and judgements should focus "on the meeting of standards, not on spelling or presentation unless specifically assessed" (Sources of evidence, page 12).
- Reflections and evidence can be spoken or visual: "tutor questioning (oral or written) and learner responses" and "audio or video recordings of discussions or presentations" are listed (Sources of evidence, page 12).
- Plural criteria have a minimum: "a plural reference within assessment criterion refers to a minimum of two" (pages 5 and 7).
- AI tools may be used only when acknowledged; AI misuse includes "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work, analysis, evaluation or calculations" (specification, section 4.6, page 21).
- Suggested assessment tasks "are not mandatory"; teachers may use, adapt or replace them (specification, section 4.1, page 18).
Cysylltiadau â chymwysterau eraill
The pack names GCSE Physical Education and Health, GCSE Food and Nutrition, VCSE Sport and Leisure, and the Foundation qualifications in Sport and Leisure and in Health and Social Care and Childcare as linked WJEC qualifications. Explaining the effects of exercise, sleep and diet, setting goals and evaluating activities are shared with GCSE Physical Education and Health and VCSE Sport and Leisure, and recording and charting activity data links with GCSE Mathematics and Numeracy. Related Skills Suite units named in the pack are Exercise for all, Mental health and wellbeing, Food planning and preparation, Community participation, Music, dance and drama, Skills in the natural environment, Arts and crafts, Practical gardening and Values for life.
Ffynhonnell: WJEC Healthy lifestyle unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).