Skills for Life: Healthy Relationships
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Healthy relationships is a 20 hour Skills for Life unit, offered from Entry 1 to Level 2, about what makes relationships healthy or unhealthy, respecting difference and inclusion, building and maintaining positive relationships, and what to do if a relationship feels unsafe. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Literacy runs through every criterion: describing and explaining, active listening, role-play, saying no and asking for help, reading case studies and reflecting. There is no numeracy in the unit, so numeracy demand is low.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Uchel
- 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): Four learning outcomes, with separate assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
- Level 1 and Level 2: Four learning outcomes, with separate assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Sgiliau sy'n defnyddio Diben
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Saying no, setting boundaries and asking for help
Learners practise the words to use when a relationship feels unsafe. Entry learners give ways to say no and Entry 3 learners demonstrate asking for help in a short role-play, Level 1 learners show how to ask a trusted person for help by discussing key factors, and Level 2 learners discuss why assertiveness and boundary setting matter. This is required by the assessment criteria.
Llythrennedd: Diben, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils read three short scripts of ways to say no to a friend and practise saying them clearly and calmly to a partner.
- Blwyddyn 8
- Pupils write and perform a short role-play where a character asks a teacher for help, choosing words that explain the problem clearly.
- Blwyddyn 9
- Pupils role-play setting a boundary with a friend who keeps pressuring them, then discuss in a group why being assertive works better than being aggressive.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 4, assessment criteria 4.3 and 4.4, page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 to 4.3, page 8; Suggested activities, page 13
“practising saying 'no' and asking for help using scripts or prompts”
Cam cynnydd 3
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 siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
Cam cynnydd 4
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
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Reflecting on respect, inclusion and challenging unfairness
Learners reflect on their own values and on how to treat others fairly. Entry 3 learners reflect on how the skills they demonstrated help build positive relationships, Level 1 learners explain why being inclusive matters, and Level 2 learners reflect on two ways to challenge unfairness or exclusion and on how assertive actions support wellbeing. This is required by the assessment criteria; reflection can be written, spoken or recorded.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Siarad cydweithredol, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three sentences about a time someone included them in a game or group and how it made them feel.
- Blwyddyn 8
- Pupils keep a short reflection journal for a week, noting one kind or inclusive thing they did each day and what difference it made.
- Blwyddyn 9
- Pupils discuss in groups a scenario where someone is left out because of their religion, agree two respectful ways to challenge it, and write a reflection on which they would choose and why.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 3, assessment criterion 3.4, page 6; Level 1 and Level 2, learning outcome 2, assessment criteria 2.3 (Level 1) and 3.2 (Level 2), page 7; learning outcome 4, assessment criterion 4.2, page 8
“Reflect on how the actions or skills demonstrated help with building positive relationships”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu ystyried materion heriol neu ddadleuol drwy amrywiaeth o gyd-destunau dilys, gan gynnwys cynnal rôl.
Cam cynnydd 4
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu defnyddio sgiliau siarad mewn amrywiaeth o gyd-destunau dilys er mwyn ystyried materion heriol neu ddadleuol.
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Adapting communication for different relationships
Level 2 learners explain how respectful behaviour and relationship-building skills can be adapted in different contexts such as home, education, the workplace or the community. The amplification says this includes adjusting communication style depending on the relationship and using inclusive language. The criteria require learners to explain the adaptation; practising it is suggested.
Llythrennedd: Eglurder a geirfa, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils say the same message, I can't come today, first to a friend and then to a teacher, and spot what words they changed.
- Blwyddyn 8
- Pupils write two short messages asking for help, one to a family member and one to a club coach, and explain the differences in tone.
- Blwyddyn 9
- Pupils role-play the same disagreement at home, at school and at a part-time job, then explain how they changed their language and tone each time.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 2, assessment criterion 3.3 (Level 2), page 7; learning outcome 3, assessment criterion 2.3 (Level 2), page 8; learning outcome 3 amplification, page 12
“adjusting communication style depending on the relationship”
Cam cynnydd 3
Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
Rwy'n gallu trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.
Cam cynnydd 4
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
Rwy'n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
Da gwybod
- The unit has five codes, one for each level, from "S615E1" to "S615L2" (Unit overview, page 3). Only the highest level achieved counts, because "only the highest level of the unit achieved will count towards the GLH" (Skills for Life and Work specification, section 2.2, page 10).
- Spelling and presentation are not judged: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed", and "extended written work is not required unless appropriate" (Sources of evidence, page 14).
- Spoken work counts. Evidence can include "short written or verbal explanations (recorded by the tutor)" and "tutor observation records from discussions, group work, and role-play activities" (Sources of evidence, page 14), and at Entry Level "total communication approaches" such as AAC, sign language and Makaton are accepted (page 14).
- The suggested activities and tasks are optional. The specification says suggested assessment tasks "are not mandatory" and teachers "may choose to use these suggestions, adapt them, or develop their own alternatives" (section 4.1, page 18).
- AI tools are only acceptable "When properly referenced", and learners "cannot be credited for any work they produce for assessment which is not their own". Misuse includes "Copying or paraphrasing whole responses of AI-generated content" (specification, section 4.6, page 21).
- No special equipment is needed: "Assessment of this unit should not require any specific resources." (Resources required for assessment, page 16).
- Where a criterion uses a plural without a number, "a plural reference within assessment criterion refers to a minimum of two" (pages 6 and 8).
Cysylltiadau â chymwysterau eraill
The pack names links with "GCSE Health and Social Care, and Childcare", where learners also explain relationships, wellbeing and inclusion in writing and discussion. Within the Skills Suite it suggests delivering this unit alongside Looking after others, Teamwork, Mental health and wellbeing, Personal safety, Online safety, Equality, diversity and inclusion, Understanding self and others, Fairness and inclusion in the workplace and Wellbeing and work. The listening, role-play and assertive speaking practised here support the spoken work in Teamwork and Personal safety, and the reflective writing is similar to that asked for in Mental health and wellbeing.
Ffynhonnell: WJEC Healthy relationships 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).