Skills for Life: Skills in the Natural Environment
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Skills in the natural environment 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 study local environments, ecosystems and natural resources, human impact on nature, and practical outdoor skills such as shelter building, navigation and conservation. Literacy sits in the assessed work: naming and describing features with specialist vocabulary, explaining and analysing human impact, following instructions and safety rules, and reflecting on outcomes. Numeracy is light and suggested only, mainly map and compass navigation and counting in wildlife surveys.
- 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 S624E1, S624E2 and S624E3). 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 S624L1 and S624L2). Evidence is compiled into 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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Naming and describing natural features with specialist vocabulary
Learners name and describe plants, animals, landforms, water features and ecosystems using the right words. Entry 1 learners name at least two plants, animals or natural features, Level 1 learners identify key features and describe how local ecosystems support life, and Level 2 learners explain the characteristics of different environments and ecosystems. This is required by learning outcome 1 at every level.
Llythrennedd: Eglurder a geirfa, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils label a photo of a pond with words such as reeds, frogspawn, pond skater and bank, then use four of them in sentences.
- Blwyddyn 8
- Pupils write a short description of a woodland habitat using a word bank including canopy, decomposer and food chain.
- Blwyddyn 9
- Pupils explain to the class how a river ecosystem stays in balance, using terms such as habitat, biodiversity, producer and consumer correctly.
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 to 1.3, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.4, page 7; amplification of LO1, pages 9 and 10
“Explain the characteristics of different natural”
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
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.
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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Explaining and analysing human impact on the environment
Learners describe and explain how human activities such as littering, pollution and habitat loss affect ecosystems, biodiversity and freshwater. Entry Level learners give statements and examples, Level 1 learners describe positive and negative impacts and explain effects on biodiversity or freshwater, and Level 2 learners analyse local or global environmental issues and reflect on personal or community actions. This is required by learning outcome 2.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three sentences about how dropping litter on the school field affects birds and insects.
- Blwyddyn 8
- Pupils read a short article about sewage in Welsh rivers and write a paragraph explaining the causes and effects on wildlife.
- Blwyddyn 9
- Pupils use two sources to write a structured explanation of how a local issue, such as a new housing estate, affects a habitat, with a suggestion to reduce the harm.
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 2.4, page 7; amplification of LO2, pages 10 and 11
“Analyse local or global environmental issues”
Cam cynnydd 3
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
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Following instructions and safety rules outdoors
Learners listen to and follow spoken and written instructions and safety rules to complete outdoor tasks, such as planting, shelter building or following a route. Entry 1 and Entry 2 learners follow instructions to complete a short activity safely, and Level 1 learners follow simple instructions to apply outdoor survival or sustainable living skills and describe hazards and ways to stay safe. This is required by learning outcomes 3 and 4.
Llythrennedd: Gwrando i ddeall, Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to a teacher's spoken safety briefing before a nature walk and repeat the three key rules back to a partner.
- Blwyddyn 8
- Pupils read an instruction card for building a bug hotel and complete it in a group, checking off each step.
- Blwyddyn 9
- Pupils read a water safety leaflet, pick out the hazards and actions, and brief a younger group on staying safe near a river.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcomes 3 and 4, assessment criteria 3.1, 3.2 and 4.1, page 6; Level 1 and Level 2, learning outcomes 3 and 4, assessment criteria 3.3 and 4.1, page 8
“Follow simple instructions to apply outdoor survival”
Cam cynnydd 3
Rwy’n gallu gwrando ar a deall gwybodaeth am amrywiaeth o bynciau, gan grynhoi’r prif bwyntiau.
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.
Cam cynnydd 4
Rwy'n gallu gwrando ar ac ystyried perthnasedd ac arwyddocâd gwybodaeth a syniadau a gyflwynir i mi.
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.
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Reflecting on outdoor activities and suggesting improvements
Learners talk and write about how an activity went, what worked, and what they would change, and discuss with others how to reduce risks. Level 2 learners reflect on outcomes and suggest improvements for future activities and reflect on how personal or community actions affect the environment; group discussion of what worked well is a suggested activity. The reflection criteria are required at Level 2.
Llythrennedd: Diben, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils say one thing that went well and one thing that was hard after planting seeds, using a sentence starter card.
- Blwyddyn 8
- Pupils write a short log entry after a litter pick saying what they did, what they found and what they would do differently.
- Blwyddyn 9
- Pupils discuss in a group why their shelter leaked, agree two changes, and write a reflection explaining the reasons for each change.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcomes 2 and 3, assessment criteria 2.4 and 3.4, pages 7 and 8; Suggested activities, page 13
“Reflect on outcomes and suggest improvements for”
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 cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
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 adnabod ystod o opsiynau ar gyfer gweithredu a dod i gytundeb er mwyn cyflawni nodau'r grŵp.
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Using maps and compasses to navigate
Learners use a map or picture guide, follow a route, use maps or a compass for basic navigation and decide the safest route across a given area. Navigation appears in the amplification as one of the methods and tools for learning outcome 3 and in the suggested activities, but no assessment criterion requires map or compass work, so it is taught rather than assessed.
Rhifedd: Safle, Ongl, Mesur, Cyfrifiad
Paratoi disgyblion
- Blwyddyn 7
- Pupils use four figure grid references on a map of the school grounds to find markers in a simple orienteering course.
- Blwyddyn 8
- Pupils use a compass to walk a short route of three bearings marked on the field and estimate how long the route takes.
- Blwyddyn 9
- Pupils plan a walk on an Ordnance Survey map, use the scale to work out the distance, take a bearing for one leg, and choose the safest route around a hazard.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Amplification of LO3, page 11; Suggested activities, page 13
“navigation tools such as maps or compasses”
Cam cynnydd 3
Rwy'n gallu defnyddio cyfeirnodau grid i nodi lleoliad.
Rwy'n gallu defnyddio ongl fel mesur cylchdro.
Rwy'n gallu amcangyfrif pa mor hir mae taith yn ei chymryd.
Cam cynnydd 4
Rwy'n gallu cymhwyso dealltwriaeth o gyfeiriannau a graddfa i ddehongli mapiau a chynlluniau, ac i greu cynlluniau a lluniadau wrth raddfa.
Rwy'n gallu defnyddio cymarebau a chyfrannau gan gynnwys graddfeydd map.
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Counting and recording in wildlife surveys
Learners can plan and carry out eco-action tasks such as wildlife surveys and keep records of them. Surveys are a suggested activity and a possible source of evidence, but no assessment criterion asks for data, so this numeracy is optional.
Rhifedd: Casglu data, Cynrychioli data, Dehongli data
Paratoi disgyblion
- Blwyddyn 7
- Pupils keep a tally chart of the birds they see from the classroom window over ten minutes.
- Blwyddyn 8
- Pupils count minibeasts under logs and in grass using quadrats, record the totals in a frequency table and draw a bar chart.
- Blwyddyn 9
- Pupils compare pollinator counts from a mown area and a wildflower area, record counts and notes, and say what they can and cannot conclude from the data.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Suggested activities, page 13; Sources of evidence, page 14
“planning and carrying out eco-action tasks e.g. planting trees, wildlife surveys”
Cam cynnydd 3
Rwy'n gallu casglu data perthnasol i ateb cwestiynau a ofynnwyd.
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.
Cam cynnydd 4
Rwy'n gallu casglu data meintiol ac ansoddol.
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Da gwybod
- Each level has its own unit code: "S624E1", "S624E2", "S624E3", "S624L1" and "S624L2" (Unit overview, page 3).
- The pack expects literacy through "specialist vocabulary related to outdoor environments, safety, sustainability and survival skills" (Unit overview, page 4).
- Written work is kept light: "extended written work is not required unless appropriate" and judgements should not focus "on spelling or presentation unless specifically assessed" (Sources of evidence, page 14).
- Navigation uses "basic navigation tools (maps, compasses)" (Resources required for delivery, page 15), and Entry Level learners can use "a map or picture guide" (Amplification of LO3, page 11).
- Evidence can include "learner reflection logs" and "notes on what worked or didn't in a survival or eco-action activity" (Sources of evidence, page 14), as well as photos, videos and teacher observation notes.
- 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
The pack names GCSE Geography and GCSE Biology as related: describing and analysing environments, ecosystems and human impact links to the extended writing in GCSE Geography and to the biology in GCSE The Sciences and GCSE Integrated Science, and map reading with grid references and bearings is shared with GCSE Geography and GCSE Mathematics and Numeracy. The pack also names the Foundation and VCSE in Sport and Leisure, where outdoor activity, hazards and safety briefings recur, and the VCSE Built Environment. In the Skills Suite it suggests Community participation, Basic first aid, Teamwork, Personal safety, Practical gardening, Sustainability in action, Overcoming barriers, Working in Wales and Jobs of the future.
Ffynhonnell: WJEC Skills in the natural environment 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).