Skills for Life: Understanding Self and Others
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Understanding Self and Others is a Skills for Life unit on emotions, identity, diversity and positive relationships. It is one 20 hour unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy demand is medium and mostly spoken: learners name and describe feelings, describe and analyse their identity, discuss differences respectfully, and show communication, active listening and conflict resolution in pairs and groups. Extended writing is not required. Numeracy demand is low because no criterion, amplification point or suggested activity involves number, measurement or data.
- 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 covering awareness of personal feelings and emotions, aspects of their own identity, similarities and differences with others, and ways to build positive relationships and interact socially. 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 covering self-awareness and emotional intelligence, personal identity and the factors that shape it, similarities and differences between individuals and groups, and interpersonal skills that support healthy relationships. Evidence goes in 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
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Naming and describing feelings and emotions
Entry 1 learners show basic feelings using words, signs or symbols, Entry 3 learners suggest a range of emotions and what may trigger them, Level 1 learners describe their own feelings and behaviours in different situations, and Level 2 learners explain how thoughts and emotions influence behaviour. This is required by the assessment criteria and can be evidenced through talk, feelings charts or reflective journals.
Llythrennedd: Diben, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils build a word bank of 20 feelings words beyond happy and sad, such as frustrated, anxious and proud, and match each to a short scenario.
- Blwyddyn 8
- Pupils keep a one week feelings diary, writing two sentences a day that name an emotion and what triggered it.
- Blwyddyn 9
- Pupils write a paragraph explaining how a thought, such as 'everyone will laugh at me', can lead to a feeling and then a behaviour, using connectives such as because, so and as a result.
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 and 1.2, page 6; amplification, pages 7 and 8
“Recognising emotions in themselves using words, pictures, symbols or gestures.”
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 ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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 addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
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Describing and analysing identity
Entry 3 learners describe how their identity is shaped by different experiences or groups, Level 1 learners describe aspects of their identity and explain how experiences or environments shape their sense of self, and Level 2 learners analyse how personal, social and cultural factors influence identity and reflect on how it has developed. This is required and moves from short spoken descriptions to explanation and analysis.
Llythrennedd: Eglurder a geirfa, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write five 'I am' sentences about their family, interests, languages and groups, and read them to a partner.
- Blwyddyn 8
- Pupils write a short profile explaining how one experience, place or group, such as moving school or joining a team, has shaped who they are.
- Blwyddyn 9
- Pupils write an analytical paragraph on how family, culture and friends have each influenced one of their values, using evidence from their own life and linking words such as however and therefore.
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 and 2.2, page 6; amplification, page 8
“discussing how different aspects of identity influence choices”
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 ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Da gwybod
- The unit codes are S627E1, S627E2, S627E3, S627L1 and S627L2, and the overview lists "GLH 20" (Unit overview, page 3).
- Spoken work counts: "evidence may be verbal, written, practical or visual, extended written work is not required unless appropriate" (Sources of evidence, page 10).
- Spelling is not judged: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed" (Sources of evidence, page 10).
- Support varies by level: Entry 1 learners may need "use of symbols, or assistive technology" and Entry 2 learners may use "scaffolded templates" (Skills for Life and Work specification, section 4.2, page 19).
- The pack says Languages, literacy and communication is supported "through structured conversations, active listening and opportunities to express thoughts and feelings clearly and respectfully" (Unit overview, page 4), although Appendix A of the specification ticks neither Literacy nor Numeracy for this unit (page 28).
- Suggested assessment tasks "are not mandatory", and teachers may adapt them or devise their own (Skills for Life and Work specification, section 4.1, page 18).
- AI tools may be used only if acknowledged: when properly referenced AI use "can be acceptable", but "Failing to acknowledge use of AI tools when they have been used as a source of information" counts as malpractice (Skills for Life and Work specification, section 4.6, page 21).
Cysylltiadau â chymwysterau eraill
The pack names GCSE Social Studies as a linked WJEC qualification, along with AS and A level Psychology; discussing diversity, stereotypes and identity builds the explaining and analysing Social Studies asks for. Talking about feelings, listening actively and discussing other viewpoints with respect build the spoken language skills of GCSE English Language and Literature, and communication and empathy also link with GCSE Health and Social Care and Childcare. Role-play of social situations and conflict links with GCSE Drama. Within the Skills Suite the pack names Values for life, Ethical choices, Looking after others, Teamwork, Equality, diversity and inclusion, and Personal development planning as closely related units.
Ffynhonnell: WJEC Understanding self and others 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).