Skills for Life: Science and Technology in Everyday Life
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Science and technology in everyday life is a 20 hour Skills for Life unit, from Entry 1 to Level 2, which learners combine with other units into a Skills for Life or Skills for Work Award, Certificate or Diploma. Learners explore how technology is used in daily life, complete personal tasks online, protect personal information and consider the social, legal and ethical effects of technology. Literacy sits in reading and following on-screen instructions and in giving, describing and explaining benefits, risks and effects, orally or in writing. Numeracy is light: comparing prices and checking balances in online shopping and banking appear only as examples in the amplification.
- 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, each with assessment criteria at Entry 1, Entry 2 and Entry 3 (unit codes S623E1, S623E2 and S623E3). Evidence is compiled into 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, each with assessment criteria at Level 1 and Level 2 (unit codes S623L1 and S623L2). Evidence is compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Sgiliau sy'n defnyddio Strategaethau darllen
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Reading and following on-screen instructions
Learners read and follow instructions to fill in online forms and to use websites and apps, finding the icons, menus and links they need. Entry 1 learners follow simple instructions with support, and Level 1 learners follow instructions to navigate websites or apps effectively, building to confident navigation at Level 2. This is required by learning outcome 2 assessment criteria.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils follow a printed step by step guide to log in to Hwb and open a shared class document, ticking each step as they go.
- Blwyddyn 8
- Pupils read the help pages of an unfamiliar app to find out how to change a setting, then write the steps as a short numbered list for a classmate.
- Blwyddyn 9
- Pupils skim a council website to find how to report a broken streetlight, scanning menus and links, and explain which route through the site was quickest.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 2, assessment criteria 2.2 and 2.3, page 5; Level 1 and Level 2, learning outcome 2, assessment criterion 2.3, page 7
“Follow instructions to navigate websites or apps”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.
Cam cynnydd 4
Rwy'n gallu darllen a chanolbwyntio ar destunau a argraffwyd a thestunau digidol sy'n newydd i mi a diweddaru, ehangu a dyfnhau fy nealltwriaeth o wybodaeth, syniadau a materion.
Rwy'n gallu defnyddio'r hyn rwy'n ei wybod am sut mae gwahanol destunau wedi'u strwythuro, eu trefnu a'u cysylltu er mwyn cefnogi fy nealltwriaeth o bwnc, e.e. defnyddio hyperddolenni mewn testun a argraffwyd/testun digidol i ymestyn fy ymchwil a'm dealltwriaeth.
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Judging whether online information is trustworthy
Learners check that websites, apps and content are secure, accurate and trustworthy, and recognise scams, phishing and misleading information. This is in the Level 1 and Level 2 amplification for learning outcomes 3 and 4, supporting the criteria on responsible behaviour, rather than being an assessment criterion in its own right.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read two short adverts for the same phone and highlight the facts in one colour and the opinions in another.
- Blwyddyn 8
- Pupils read a suspicious text message claiming to be from a delivery company and list the clues in the wording that show it is a scam.
- Blwyddyn 9
- Pupils compare a health claim on a blog with the NHS website and write a short judgement on which is more reliable and why.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Amplification of LO3, page 12; amplification of LO4, page 13
“checking that websites, apps, or content are secure, accurate”
Cam cynnydd 3
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad er mwyn deall y testun, ac yn gallu ystyried dibynadwyedd yr hyn rwy'n ei ddarllen.
Rwy'n gallu gwahaniaethu rhwng ffeithiau, damcaniaethau a barn.
Cam cynnydd 4
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad i ddeall testunau mwy cymhleth, ac ystyried dibynadwyedd ac effaith yr hyn rwy'n ei ddarllen.
Rwy'n gallu gwerthuso defnyddioldeb a dibynadwyedd testunau.
Da gwybod
- Each level has its own unit code: "S623E1", "S623E2", "S623E3", "S623L1" and "S623L2" (Unit overview, page 3).
- Explanations do not have to be long essays: "Whilst evidence may be verbal, written, practical or visual, extended written work is not required unless appropriate", and judgements should not focus "on spelling or presentation unless specifically assessed" (Sources of evidence, page 15).
- Oral evidence counts: sources include "Q&A/discussion notes about benefits, risks, or responsible technology use" and "audio/video recordings of learners demonstrating communication via email, messaging, or video calls" (Sources of evidence, page 15).
- Entry Level activities can be "scaffolded using visual prompts, simplified interfaces, signing, objects, symbolised text" (Suggested activities, page 14), and accessibility tools such as "screen readers, or translation tools" can be used to complete tasks.
- Learn My Way, a free platform for online basics, shopping and forms, "is available in Welsh and English" (Resources available to support delivery, page 17).
- AI tools can be used only if acknowledged; learners "risk committing malpractice if AI is misused", including "Copying or paraphrasing whole responses of AI-generated content" (Skills for Life and Work specification, Section 4.6, page 21).
- Suggested assessment tasks in the pack "are not mandatory"; teachers may use, adapt or replace them (Skills for Life and Work specification, Section 4.1, page 18).
Cysylltiadau â chymwysterau eraill
Reading on-screen instructions and explaining the benefits and risks of technology supports the non-fiction reading and explanatory writing in GCSE English Language and Literature and GCSE Cymraeg Language and Literature, and the work on scams, misinformation and data protection is shared with GCSE Digital Technology and GCSE Computer Science, which the pack links to through Digital Technology. The money examples link to the financial literacy content of GCSE Mathematics and Numeracy. In the Skills Suite the pack names Online safety, Financial literacy, Digital film and media, Sustainability in action, Business finance and Using IT in the workplace as units to deliver alongside it, and Financial literacy carries the fuller numeracy.
Ffynhonnell: WJEC Science and technology in everyday life 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).