LNF Cymru Literacy and numeracy for Wales

← All qualifications

Skills for Life: Healthy Relationships

Healthy relationships is a Pearson Skills for Life unit in which learners identify the characteristics of healthy relationships, including consent, boundaries and communication at Level 1 and Level 2, recognise respectful behaviours and demonstrate skills to build positive relationships. It is one 10 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy runs through every criterion: listing, describing or explaining characteristics and behaviours, and showing communication skills such as active listening and calm, clear speech in role played scenarios. There is no numeracy in the unit, so numeracy demand is low.

Awarding body
Pearson
Level
Entry Level 1 to Level 2
Guided learning hours
10
First taught
September 2027
Amount of literacy work
High
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 characteristics of a healthy relationship, from Entry 2 including respectful behaviours, and demonstrate a few, some or a range of skills to build positive relationships. The essential information for assessment decisions sets the number of characteristics, behaviours and skills 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. 10 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain with reasons (Level 2) at least four characteristics of a healthy relationship, including consent and boundaries, and at least four respectful behaviours, and demonstrate four or more skills to build positive relationships, adapted at Level 2 to at least four simulated scenarios. Centres choose the type of evidence and set and mark the assessment, internally verified and quality assured by Pearson standards verification. 10 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Describing and explaining what makes a relationship healthy

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

    Learners list one or two characteristics such as mutual respect and trust at Entry 1, outline or identify three or four at Entry 2 and Entry 3, describe at least four including consent and boundaries at Level 1, and explain at least four at Level 2, including the role of consent, boundaries and communication, with reasons. This is required by the assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils brainstorm words that describe a good friend, sort them into a word web and write two sentences about the most important one.
    Year 8
    Pupils write a short paragraph explaining why trust and respect matter in a friendship, using the words boundaries and communication correctly.
    Year 9
    Pupils write an explanation of four characteristics of a healthy relationship, including consent, giving a reason and an example for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 15, assessment criteria, page 73; Essential information for assessment decisions, Entry 1 to Level 2, page 74

    “including the role of consent, boundaries, and communication, and at least four respectful behaviours”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • 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. Recognising and using respectful behaviours

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

    From Entry 2 learners outline, identify, describe or explain at least three or four respectful behaviours, such as making eye contact, using open gestures or saying please and thank you, and use them when demonstrating skills to build positive relationships. Level 2 learners give reasons why these behaviours support a healthy relationship. This is required by the assessment criteria.

    Literacy: Clarity and vocabulary, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils practise greeting a visitor to the classroom with eye contact, a smile and a polite phrase, then swap roles and give each other one tip.
    Year 8
    Pupils watch two short clips of a conversation, list the respectful and disrespectful body language in each, and act out an improved version.
    Year 9
    Pupils compare how they would speak respectfully to a friend, a teacher and a shop assistant, and explain how their words and gestures change.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 15, assessment criteria, page 73; Essential information for assessment decisions, Entry 1 to Level 2, page 74

    “outline at least three respectful behaviours, e.g. making eye contact or using open gestures”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I have experienced speaking with different people in a variety of authentic contexts.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I have experienced speaking with different people in a variety of authentic contexts.

  3. Listening actively in role played scenarios

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

    Learners demonstrate skills to build positive relationships, from two or more skills with support at Entry 1 to four or more at Level 1, and at Level 2 adapt them to at least four simulated scenarios. The specification gives listening actively as an example, and Annexe C lists active listening and scenario discussion or role play as unit content. Demonstrating the skills is required; active listening is the example most centres will use.

    Literacy: Listening to understand, Listening as part of collaborative talk

    Getting pupils ready

    Year 7
    Pupils take turns telling a partner about their weekend while the partner listens without interrupting and then repeats back two details.
    Year 8
    Pupils role play a friend sharing a worry, with the listener nodding, asking one open question and summarising what they heard.
    Year 9
    Pupils role play a disagreement between friends in which each must summarise the other's point of view before giving their own.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 15, assessment criteria, page 73; Essential information for assessment decisions, Level 2, page 74; Annexe C, SfL 15 Unit Content, page 163

    “Communication skills, active listening, scenario discussion/role-play”
    Progression step 3

    • I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    Progression step 4

    • I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

  4. Expressing needs and opinions calmly in conflict

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

    Level 2 learners adapt their skills to different situations, for example using calm, clear communication to express their needs and opinions without being aggressive in a conflict scenario, and the supervision guidance expects them to implement appropriate communication strategies. Lower levels demonstrate simpler skills with support. Demonstrating and adapting skills is required by the Level 2 criterion; the conflict example is suggested.

    Literacy: Purpose, Questioning

    Getting pupils ready

    Year 7
    Pupils practise turning angry sentences into I statements, such as I feel upset when, and say them aloud to a partner in a calm voice.
    Year 8
    Pupils role play asking a friend to stop borrowing their things without asking, keeping a calm tone and saying clearly what they need.
    Year 9
    Pupils role play a group disagreement over a shared task, adjusting what they say when the other person reacts, and then explain which words helped calm the situation.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 15, assessment criteria, page 73; Essential information for assessment decisions, Level 2, page 74; Levels of supervision and support, Level 2, page 75

    “using calm clear communication to express their needs and opinions without being aggressive”
    Progression step 3

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

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

    Progression step 4

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

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

  5. Writing role play scripts, posters and action plans

    Assessed: Taught, but not assessed

    Annexe C lists structured discussion, role play scripts, posters or infographics and written action plans, together with identifying a support network, as the unit's literacy work, and the supervision guidance expects learners to communicate the need for help or seek support. The assessment criteria do not require any of these written products, so this is taught content rather than assessed.

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

    Getting pupils ready

    Year 7
    Pupils write a short script of four lines in which one friend asks another for help with a problem.
    Year 8
    Pupils make a poster for younger pupils on who to talk to about friendship worries, choosing short clear sentences and headings.
    Year 9
    Pupils write an action plan for improving a friendship that has gone wrong, listing the steps, who could support them and how they will know it is working.
    Show the specification wording and the LNF statements

    Where it is in the specification: Annexe C, SfL 15, page 163; Unit SfL 15, Levels of supervision and support, page 75

    “structured discussion, role-play scripts, posters/ infographics and written action plans”
    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

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

    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.

Good to know

Links with other qualifications

Describing relationships and communicating respectfully are shared with WJEC GCSE Health and Social Care, and Childcare and the WJEC Foundation in Health and Social Care, and Childcare, and the role play and active listening practise the spoken skills used in WJEC GCSE English Language and Literature. Within the WJEC Skills Suite, Teamwork, Personal Safety and Understanding Self and Others ask for similar listening and assertive speaking. Compared with the WJEC Healthy relationships unit, a 20 hour unit with four learning outcomes that also asks learners to read case studies, reflect on inclusion and say no and ask for help, the Pearson unit is 10 hours, assesses literacy through one combined criterion per level and puts more weight on explaining consent, boundaries and communication at Level 2 and adapting skills across four simulated scenarios.

Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfL 15: Healthy relationships.