Skills for Life: Personal Safety
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Personal safety is a 20 hour Skills for Life unit about staying safe at home, in the community, outdoors and online. Learners spot hazards, explain how risks change between places, practise safety rules, support others and plan safety actions. It is one unit learners combine with others into a Skills for Life Award, Certificate or Diploma. The literacy sits in the criteria themselves: describing and explaining what personal safety means, how risks differ and why actions keep people safe, rising to analysing and evaluating at Level 2, plus talking to support others and ask for help. Numeracy demand is low, limited to optional hazard charts and tables.
- 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): Four learning outcomes (know about personal safety, understand personal safety in different environments, apply safety rules or actions and support others, plan ways of staying safe), 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 (know key principles of personal safety, understand how risks vary across environments, apply personal safety strategies and support others, plan and justify personal safety actions), 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.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Explaining what personal safety means
Learners say or write what personal safety means and who can help, from pointing out an example at Entry 1 to a statement at Entry 2 and a description at Entry 3. At Level 1 they explain the key principles in a familiar situation and at Level 2 across a range of situations, and evaluate the role of people or services that give support. This is required by the criteria.
Llythrennedd: Eglurder a geirfa, Geirfa, sillafu, gramadeg, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a one sentence definition of personal safety and list two people in school who can help in an unsafe situation.
- Blwyddyn 8
- Pupils write a short paragraph explaining three key principles of staying safe, such as being aware of hazards and asking for help, with an example of each.
- Blwyddyn 9
- Pupils explain to a partner how the same safety principles apply at home, in town and at a sports venue, then write up the strongest example.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 1, assessment criteria 1.1 and 1.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 to 1.3, page 7
“Explain the key principles of personal safety in a range of situations”
Cam cynnydd 3
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
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.
Cam cynnydd 4
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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Describing hazards and explaining how risks vary
Learners describe safety hazards in a range of environments at Entry 3 and explain how to stay safe in them. At Level 1 they explain how risks differ across environments, and at Level 2 they analyse risks and explain how and why they vary between familiar and less familiar places. This is required by the criteria.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Eglurder a geirfa, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils label a picture of a kitchen with four hazards and write how to stay safe near each one.
- Blwyddyn 8
- Pupils write a comparison of the risks on a busy street and in a park, using connectives such as whereas and however.
- Blwyddyn 9
- Pupils write a structured explanation of why the risk of drowning is higher at a river than at a supervised pool, giving at least two reasons.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 2, assessment criteria 2.1 and 2.2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 to 2.3, page 7
“Explain how and why risks vary across familiar and less familiar environments”
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 mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.
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Evaluating and justifying safety actions
Learners say how chosen actions reduce risk at Entry 2 and Entry 3, explain how actions help reduce risk at Level 1, and at Level 2 evaluate strategies, assess how actions protect themselves and others and review the impact of their actions. The amplification adds reflecting on what worked well and what could be improved. This is required by the criteria.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben, Gofyn cwestiynau
Paratoi disgyblion
- Blwyddyn 7
- Pupils choose the safer of two actions, such as walking home with a friend or alone, and give one reason.
- Blwyddyn 8
- Pupils rank four ways of staying safe on a night out at a local event and justify their top choice in a short paragraph.
- Blwyddyn 9
- Pupils write a review of a safety plan they followed on a school trip, saying what reduced risk, what did not work and what they would change.
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 2.3, page 7; learning outcomes 3 and 4, assessment criteria 3.3 and 4.4, pages 7 and 8; amplification of learning outcome 4, page 12
“Assess how the actions reduce risk and protect themselves and others”
Cam cynnydd 3
Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.
Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu cynnal safbwynt argyhoeddiadol, gan ragweld safbwyntiau eraill ac ymateb iddyn nhw.
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Talking to support others and ask for help
Learners show, state or demonstrate ways of supporting others to stay safe at every level, and the amplification lists spoken actions such as alerting people to a hazard, reminding them of safety rules, offering reassurance in emergencies and communicating concerns to a trusted adult. Supporting others is required by learning outcome 3, and talk is the usual way learners show it in role play.
Llythrennedd: Eglurder a geirfa, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils practise a short, clear warning to a friend about a spill on the floor and a calm way to tell a teacher.
- Blwyddyn 8
- Pupils role play a 999 call about a small kitchen fire, giving the address and what happened in clear, short sentences.
- Blwyddyn 9
- Pupils role play calming and guiding a younger pupil during a fire drill evacuation, then get feedback on how clear and reassuring they sounded.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level and Level 1 and Level 2, learning outcome 3, assessment criterion 3.2, pages 5 and 7; amplification of learning outcomes 2 and 3, pages 11 and 12
“offering reassurance and guidance during emergencies”
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 ystyried materion heriol neu ddadleuol drwy amrywiaeth o gyd-destunau dilys, gan gynnwys cynnal rôl.
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.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
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Discussing scenarios and case studies
Suggested activities include voting on safe or unsafe scenarios at Entry Level, and at Levels 1 and 2 analysing case studies of accidents or near misses, group debates justifying safer options and presenting safety plans to the class. These are suggested ways of meeting the criteria rather than requirements.
Llythrennedd: Siarad cydweithredol, Gwrando fel rhan o siarad cydweithredol, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils hold up safe or unsafe cards for short spoken scenarios and explain one choice to the class.
- Blwyddyn 8
- Pupils read a short news story about a near miss on a railway line and discuss in groups what could have been done differently.
- Blwyddyn 9
- Pupils debate in groups which of three plans is safest for a trip to the beach, listen to other views and agree a final plan.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Delivery guidance, suggested activities, pages 12 and 13
“group discussions/debates: identifying safer options in given scenarios and justifying choices”
Cam cynnydd 3
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
Rwy'n gallu dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
Cam cynnydd 4
Rwy'n gallu adnabod ystod o opsiynau ar gyfer gweithredu a dod i gytundeb er mwyn cyflawni nodau'r grŵp.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
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Mapping hazards, risks and actions in charts
There is very little numeracy in this unit. A suggested Level 1 and Level 2 activity is to use charts or tables to map hazards, risks and actions across home, public and online environments, and annotated hazard charts are a possible source of evidence. No criterion asks for counting, measuring or calculating.
Rhifedd: Cynrychioli data, Casglu data
Paratoi disgyblion
- Blwyddyn 7
- Pupils tally the hazards they spot on a walk round the school site and record them in a simple table.
- Blwyddyn 8
- Pupils draw a table of hazards, risks and actions for three rooms at home and add a bar chart of how many hazards each room has.
- Blwyddyn 9
- Pupils collect class data on which hazards pupils meet most on the way to school, choose a suitable chart and say which hazard to tackle first.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Delivery guidance, suggested activities for Level 1 and 2 learners, page 13; sources of evidence, page 13
“using charts or tables to map hazards, risks, and actions in different environments”
Cam cynnydd 3
Rwy'n gallu cynrychioli data gan ddefnyddio:
- rhestrau, siartiau cyfrif, tablau, diagramau a thablau amlder
- siartiau bar, siartiau data wedi'u grwpio, graffiau llinell a graffiau trawsnewid
- pictogramau lle mae un symbol yn cynrychioli mwy nag un uned gan ddefnyddio allwedd
- diagramau Venn a Carroll.
Rwy'n gallu casglu data perthnasol i ateb cwestiynau a ofynnwyd.
Cam cynnydd 4
Rwy'n gallu dewis a llunio siartiau, diagramau a graffiau priodol sydd â graddfeydd addas.
Da gwybod
- Unit codes are "S621E1" to "S621L2", one code per level from Entry 1 to Level 2, and the unit is 20 guided learning hours (Unit overview, page 3).
- Evidence can be spoken: "While evidence may be verbal, written, practical, or visual, extended written work is not required unless appropriate" (Sources of evidence, page 13).
- Spelling is not marked: assessor judgements should focus on the standard, "not spelling or presentation unless specifically assessed" (Sources of evidence, page 13).
- Plural criteria mean at least two: "a plural reference within assessment criterion refers to a minimum of two" (pages 6 and 8).
- No special equipment is needed: "Assessment of this unit should not require any specific resources" (Resources required for assessment, page 16).
- Suggested assessment tasks "are not mandatory"; teachers may use, adapt or replace them (Skills for Life and Work specification, section 4.1, page 18).
- AI tools may be used only when "properly referenced", and misuse includes "Copying or paraphrasing whole responses of AI-generated content" (Skills for Life and Work specification, section 4.6, page 21).
Cysylltiadau â chymwysterau eraill
The pack names Community participation, Looking after others, Basic first aid, Home management and maintenance, Skills in the natural environment and Fairness and inclusion in the workplace as units to deliver alongside Personal safety, and Online safety covers digital risks in more depth. GCSE Health and Social Care and Childcare is named as a link and shares explaining hazards, safeguarding and sources of support. GCSE English Language and Literature and GCSE Cymraeg Language and Literature share the explaining, evaluating and discussion skills, and VCSE Public Services shares the role of the police, fire and rescue and emergency services that the pack suggests inviting in.
Ffynhonnell: WJEC Personal safety 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).