Skills for Life: Home Management and Maintenance
Home management and maintenance is a 20 hour Skills for Life unit, offered from Entry 1 to Level 2, about household routines, simple home maintenance done safely, hygiene and cleaning, and sustainable habits such as recycling and saving energy. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Literacy sits in following instructions and product labels, reporting hazards, reviewing routines and explaining sustainable choices. Numeracy sits in planning routines over a week or month, which is assessed, and in budgeting, comparing costs and tracking energy and water use, which are suggested.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of literacy work
- Medium
- Amount of numeracy work
- Medium
How this unit is assessed
- 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.
The literacy and numeracy skills in this qualification
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Following written and visual instructions and safety labels
Entry 2 learners follow instructions to carry out basic tasks safely, to clean using appropriate materials and to use household cleaning products safely. At Level 1 and Level 2 the amplification adds selecting cleaning products for different surfaces using COSHH principles, which means reading labels and hazard information. Following instructions is required by the assessment criteria; reading COSHH labels is taught content.
Literacy: Reading strategies, Understanding, response and analysis
Getting pupils ready
- Year 7
- Pupils read a picture and word instruction card for wiping down a table safely and carry out the steps in order.
- Year 8
- Pupils scan the labels of three cleaning products to find the hazard symbol, the safety instructions and what surfaces each is for.
- Year 9
- Pupils read a COSHH style data sheet for a bleach product and write a short safe use card listing protective equipment, ventilation and storage rules.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcomes 2 and 3, assessment criteria 2.1 and 3.1, page 5; learning outcome 4, assessment criterion 4.2 (Entry 2), page 6; learning outcome 3 amplification, page 10
“Follow instructions to use household cleaning products safely”
Progression step 3
I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.
I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.
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.
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Identifying and reporting hazards
Entry learners point out or indicate when a task is unsafe and when help is needed, Level 1 learners identify potential safety hazards in the home and report them appropriately, and Level 2 learners assess risks and take preventative action. Reporting can be spoken or written, for example in a simple risk assessment. This is required by the assessment criteria.
Literacy: Clarity and vocabulary, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils look at a picture of a messy kitchen, circle five hazards such as trailing wires and spills, and tell a partner which to report first.
- Year 8
- Pupils walk round the food room and fill in a hazard report form with what the hazard is, where it is and who they told.
- Year 9
- Pupils write a short risk assessment for changing a light bulb, with hazards, who could be harmed and the control measures, and explain it to the class.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 2, assessment criteria 2.2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.2, page 7
“Identify potential safety hazards in the home and report them appropriately”
Progression step 3
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.
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 can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.
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Reviewing and evaluating household routines in writing
Level 1 learners review their own household routines and suggest ways to improve them and explain the impact of effective cleaning on health, safety and wellbeing. Level 2 learners evaluate household routines and hygiene practices and suggest improvements. This is required by the assessment criteria and is usually a short written review or logbook entry, although it can be spoken.
Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving
Getting pupils ready
- Year 7
- Pupils write three sentences about their morning routine at home, saying one thing that works well and one thing they could change.
- Year 8
- Pupils keep a one week log of their bedroom tidying routine and write a short paragraph on what went well and what to improve.
- Year 9
- Pupils write a short evaluation of the cleaning routine in the school food room, explaining how it reduces health risks and suggesting two improvements with reasons.
Show the specification wording and the LNF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criteria 1.2, page 7; learning outcome 3, assessment criteria 3.1 and 3.2, page 7
“Review personal household routines, suggesting ways for improvement”
Progression step 3
I can write a comprehensive account of a topic, theme or viewpoint.
I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.
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Explaining sustainable choices at home
Entry 3 learners give reasons why sustainable practices are important, Level 1 learners outline sustainability measures and ways to reuse or repurpose household items, and Level 2 learners compare reuse options in terms of sustainability and present improvements to household routines. This is required by the assessment criteria and can be written, spoken or presented.
Literacy: Purpose, Planning and organising for different purposes, audiences and context, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils tell a partner two reasons why recycling matters, using the words waste and landfill.
- Year 8
- Pupils write a short leaflet for families explaining three ways to save energy at home and why each one helps.
- Year 9
- Pupils compare two ways to reuse an old T-shirt, such as donating it or turning it into cleaning cloths, and present which is more sustainable and why.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 4, assessment criterion 4.3 (Entry 3), page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.2 and 4.3, page 8
“Give reasons why sustainable practices are important”
Progression step 3
I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.
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.
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 speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.
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Planning tasks over a week and a month
Level 1 learners create a weekly plan for a routine of household tasks, and Level 2 learners review household tasks over a month, identifying daily, weekly and occasional tasks. The amplification adds prioritising tasks by urgency, safety and importance and managing time effectively. Planning the schedule is required by the assessment criteria.
Numeracy: Measurement, Strategic competence
Getting pupils ready
- Year 7
- Pupils use a printed weekly timetable to slot in five chores, giving each one a day and a time.
- Year 8
- Pupils plan a Saturday of jobs with start and finish times, adding up the minutes for each task to check it all fits before lunch.
- Year 9
- Pupils use a calendar to plan a month of household tasks, working out how many times each daily, weekly and occasional task happens and ordering them by urgency.
Show the specification wording and the LNF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criteria 1.1, page 7; learning outcome 1 amplification, page 10
“plan and prioritise household tasks independently, based on urgency, safety and importance”
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 select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.
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Budgeting and comparing costs of household items
Entry Level suggested activities include supported budgeting for basic household items or food, and the Level 1 and Level 2 amplification asks learners to compare reuse or repurposing options in terms of sustainability, cost, practicality and environmental impact. The Level 2 criterion asks for a sustainability comparison, so cost calculations are suggested rather than required.
Numeracy: Financial literacy
Getting pupils ready
- Year 7
- Pupils add up the cost of four cleaning items from a printed price list and check whether they can buy them all with 10 pounds.
- Year 8
- Pupils compare the price per 100 ml of two sizes of washing-up liquid to find the better value.
- Year 9
- Pupils compare the cost of repairing a chair, buying a second-hand one and buying a new one, and decide which is the best choice for a set budget and for the environment.
Show the specification wording and the LNF statements
Where it is in the specification: Suggested activities, page 11; learning outcome 4 amplification, page 11; Sources of evidence, page 12
“participate in supported budgeting activities for basic household items or food”
Progression step 3
I can manage money, compare costs from different retailers and determine what can be bought within a given budget.
I can make comparisons between prices and understand which is best value for money.
I can realise that budgeting is important.
Progression step 4
I can make informed decisions relating to discounts and special offers.
I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.
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Tracking energy and water use
A suggested Level 1 and Level 2 activity is to monitor and reduce household energy and water usage, and the amplification asks learners to develop strategies to reduce consumption. Learners read meters or time showers, record the figures and compare before and after. This is suggested only; no criterion requires measurement or data.
Numeracy: Collecting data, Measurement, Interpreting data
Getting pupils ready
- Year 7
- Pupils time how long a tap takes to fill a 1 litre jug and work out how much water runs away in a minute of teeth brushing.
- Year 8
- Pupils read an electricity meter at the start and end of a school day and work out how many units were used.
- Year 9
- Pupils record a week of water or energy readings before and after a saving change, draw a bar chart and decide whether the change really made a difference.
Show the specification wording and the LNF statements
Where it is in the specification: Suggested activities, page 12; learning outcome 4 amplification, page 11
“develop strategies to reduce household energy and water consumption”
Progression step 3
I can collect relevant data to answer posed questions.
I can read and interpret scales or divisions on a range of measuring instruments.
Progression step 4
I can read and interpret scales on a range of measuring instruments.
I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.
Good to know
- The unit has five codes, one for each level, from "S616E1" to "S616L2" (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).
- This is a practical unit and needs equipment: "Centres delivering this unit should have access to a range of household equipment, materials, and environments" (Resources required for delivery, page 13).
- Evidence can be spoken or practical as well as written: "extended written work is not required unless appropriate", and the pack lists "question and answer records (oral or written) to confirm knowledge and understanding" and "records of budgeting or cost-comparison activities" (Sources of evidence, page 12).
- Spelling and presentation are not judged: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed" (Sources of evidence, page 12).
- 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 "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).
- 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).
Links with other qualifications
The pack names links with "GCSE Design and Technology and VCSE Built Environment": reading safety guidance, using tools safely and planning practical tasks are shared with both. Within the Skills Suite it suggests delivering this unit alongside Basic first aid, Financial literacy, Food planning and preparation, Healthy lifestyle, Healthy relationships, Looking after others, Practical gardening and Teamwork. Financial literacy covers budgeting and comparing costs in more depth, which supports the cost comparison of household items suggested here, and Food planning and preparation shares the reading of product labels and hygiene instructions.
Source: WJEC Home management and maintenance 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).