Skills for Life: Skills in the Natural Environment
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.
- 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
How this unit is assessed
- 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.
Skills that use Reading strategies
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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.
Literacy: Listening to understand, Reading strategies
Getting pupils ready
- Year 7
- Pupils listen to a teacher's spoken safety briefing before a nature walk and repeat the three key rules back to a partner.
- Year 8
- Pupils read an instruction card for building a bug hotel and complete it in a group, checking off each step.
- Year 9
- Pupils read a water safety leaflet, pick out the hazards and actions, and brief a younger group on staying safe near a river.
Show the specification wording and the LNF statements
Where it is in the specification: 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”
Progression step 3
I can listen to and understand information about a variety of topics, summarising the main points.
I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.
Progression step 4
I can listen to and consider the relevance and significance of information and ideas presented to me.
I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.
Good to know
- 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).
Links with other qualifications
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.
Source: 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).