LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Mental Health and Wellbeing

Mental health and wellbeing is a 20 hour Skills for Life unit, running from Entry 1 to Level 2, on what good mental health and emotional wellbeing mean, why they matter, asking for and offering support, and trying out and reflecting on wellbeing strategies. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Literacy is central: using wellbeing vocabulary, talking and writing about feelings, asking for and offering support, and comparing strategies. Evidence can be spoken. Numeracy is minimal and not assessed, limited to optional mood or strategy tracking over a few days.

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
Low
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes with assessment criteria at Entry 1, Entry 2 and Entry 3 (what good mental health means, ways of taking care of it, showing ways of looking after own or others' mental health, describing own wellbeing). Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, unit codes S618E1, S618E2 and S618E3.
  • Level 1 and Level 2: Four learning outcomes with assessment criteria at Level 1 and Level 2 (what good mental health and emotional wellbeing mean, why it is important to look after them, using support strategies, reflecting on those strategies). Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, unit codes S618L1 and S618L2.

The literacy and numeracy skills in this qualification

  1. Using wellbeing vocabulary to describe and explain mental health

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

    Learners say or write what good mental health and emotional wellbeing mean and name factors that affect them, moving from identifying when someone feels well at Entry 1 to describing at Level 1 and explaining with everyday examples at Level 2. This is required by learning outcomes 1 and 2, and the unit overview names applying wellbeing vocabulary as the literacy focus.

    Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils build a word bank of feelings words, from happy and worried to frustrated and calm, and match each one to a picture of a situation.
    Year 8
    Pupils write a short paragraph describing what good emotional wellbeing looks like for a pupil starting a new school, using at least four words from the class word bank.
    Year 9
    Pupils explain to a small group what is meant by good mental health, giving everyday examples such as coping with exam pressure, and name two factors that can affect it positively and two negatively.
    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 to 1.3, page 7; Unit overview, page 3

    “Explain what is meant by good mental health using everyday examples”
    Progression step 3

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

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

    Progression step 4

    • 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.

    • 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. Talking and writing about own feelings and wellbeing

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

    Learners recognise and describe their own feelings and how activities affect them, from simple words or symbols at Entry 1 to describing how a strategy affected their thoughts, feelings or behaviour at Level 1. This is required by learning outcome 4, and evidence is often a diary, journal or oral reflection.

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

    Getting pupils ready

    Year 7
    Pupils choose an emoji card for how they feel at the start and end of a lesson and say one sentence about what changed.
    Year 8
    Pupils keep a three day wellbeing diary, writing a few sentences each day on what they did and how it made them feel.
    Year 9
    Pupils write a reflective paragraph on how a calming strategy affected their thoughts and behaviour before a test, using honest and specific language.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 4, assessment criteria 4.1 and 4.2, page 6; Level 1, learning outcome 4, assessment criterion 4.1, page 8

    “Describe how using the strategy affected own thoughts, feelings, or behaviour”
    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 write about my thoughts, feelings and opinions, showing empathy and respect.

    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.

  3. Asking for and offering support

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

    Learners show how to ask for help and how to help someone else, from pointing out someone who can help at Entry 1 to demonstrating requesting and offering support at Entry 3 and describing why it matters at Level 1 and Level 2. The amplification stresses asking for help clearly, listening and showing empathy. This is required by learning outcomes 2 and 3 and is often evidenced through observed role-play.

    Literacy: Listening to understand, Clarity and vocabulary, Listening as part of collaborative talk, Questioning

    Getting pupils ready

    Year 7
    Pupils role-play asking a teacher for help using a clear sentence starter such as I feel upset, can we talk, then swap roles.
    Year 8
    Pupils practise listening to a friend who is worried about a falling out, asking two open questions and summarising what they heard before offering a suggestion.
    Year 9
    Pupils role-play a peer who is stressed about exams, responding with empathy, suggesting a source of support and explaining afterwards why asking for and offering help is important.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criterion 3.3, page 6; Level 1 and Level 2, learning outcome 2, assessment criterion 2.3, page 7, and learning outcome 3, assessment criterion 3.3, page 8; Amplification, page 12

    “Demonstrate how to request support and offer support to others”
    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 speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    Progression step 4

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

    • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

  4. Comparing and evaluating wellbeing strategies

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

    Learners try out strategies and judge them: Level 1 learners identify what went well and what could be improved, and Level 2 learners explain why the strategies suited them, compare the strengths and limitations of each and suggest further improvements. This is required by learning outcomes 3 and 4 and is the most demanding literacy in the unit.

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

    Getting pupils ready

    Year 7
    Pupils try deep breathing and a short walk, then say which one helped more and why.
    Year 8
    Pupils fill in a two column table of what went well and what could be better for a strategy they tried, then write two sentences of advice to themselves.
    Year 9
    Pupils write a short comparison of two strategies they have tried, such as mindfulness and physical activity, giving a strength and a limitation of each and a plan for next term.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criterion 3.2, page 7, and learning outcome 4, assessment criteria 4.1 to 4.3, page 8

    “Compare the strengths and limitations of each strategy”
    Progression step 3

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

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

    • 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.

    Progression step 5

    • I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

  5. Discussing and debating mental health issues

    Assessed: Taught, but not assessed

    The pack suggests group discussions and a class debate on whether mental health is as important as physical health, and the unit overview names collaborating in discussions as a literacy opportunity. Discussions can be observed or recorded as evidence for several criteria, but the debate itself is a suggested activity, not a requirement.

    Literacy: Collaborative talk, Listening as part of collaborative talk, Questioning

    Getting pupils ready

    Year 7
    Pupils discuss in groups of four what helps people feel happy at school, each taking a role such as chair or note taker.
    Year 8
    Pupils hold a structured class discussion on whether social media is good or bad for wellbeing, agreeing and disagreeing politely with reasons.
    Year 9
    Pupils debate whether mental health is as important as physical health, preparing points for one side and responding to the other side's arguments.
    Show the specification wording and the LNF statements

    Where it is in the specification: Suggested activities, Level 1 and 2, page 13; Unit overview, page 3

    “Is mental health as important as physical health?”
    Progression step 3

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    • I can listen in order to show agreement and disagreement in collaborative discussion and situations.

    Progression step 4

    • I can use talk in a range of authentic contexts to explore challenging or contentious issues.

    • I can sustain a convincing point of view, anticipating and responding to other perspectives.

  6. Tracking a wellbeing strategy over several days

    Assessed: Taught, but not assessed

    The pack suggests a short wellbeing diary at Entry Level and a mini wellbeing experiment at Level 1 and Level 2, where learners collect daily notes and evaluate the results, for example by rating mood on a simple scale. No assessment criterion requires numbers or charts, so numeracy is minimal and taught, not assessed.

    Numeracy: Collecting data, Interpreting data

    Getting pupils ready

    Year 7
    Pupils rate their mood from 1 to 5 each morning for a week in a tally chart and say which day was best.
    Year 8
    Pupils record hours of sleep and a mood score for a week, draw a bar chart and describe any pattern they see.
    Year 9
    Pupils run a one week experiment, recording a mood score and short notes before and after a daily walk, then compare the averages and say why the conclusion might be uncertain.
    Show the specification wording and the LNF statements

    Where it is in the specification: Suggested activities, Entry Level and Level 1 and 2, page 13

    “learners collect daily notes and evaluate results”
    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

GCSE Physical Education and Health asks learners to explore connections between their experiences and mental health, and GCSE Health and Social Care and Childcare covers factors that affect wellbeing and talking openly about mental health, so the vocabulary and reflective writing here carry over. Discussion, debate and writing about feelings also support GCSE English Language and Literature. Within the Skills Suite, the pack names Exercise for all, Healthy lifestyle, Healthy relationships, Looking after others and Wellbeing and work as closely related units. The pack also names the WJEC Pathways to Employment Self Development and Wellbeing qualification.

Source: WJEC Mental health and wellbeing 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).