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.
Sgiliau sy'n defnyddio Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
-
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.
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).