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 Gofyn cwestiynau
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Listening actively and communicating in pairs and groups
Entry learners show positive social behaviour, follow a basic instruction and take part in a social interaction, responding appropriately. Level 1 learners demonstrate effective communication skills in a group or pair activity, and Level 2 learners apply effective communication and empathy in a range of social situations. This is required and is usually evidenced by observation records, peer feedback or video.
Llythrennedd: Gwrando i ddeall, Gwrando fel rhan o siarad cydweithredol, Siarad cydweithredol, Gofyn cwestiynau, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils take turns in a paired interview about hobbies, then report back one thing their partner said to show they listened.
- Blwyddyn 8
- Pupils work in a group of four to plan a class event, each taking a role such as chair or note taker, and use question starters to build on each other's ideas.
- Blwyddyn 9
- Pupils hold a peer feedback conversation after a group task, summarising what their partner said before responding, and adapting their tone when the partner seems upset.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 4, assessment criteria 4.1 and 4.2, page 5; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1, page 6; amplification, page 9
“peer feedback activities to practise communication, empathy, and active listening”
Cam cynnydd 3
Rwy’n gallu gwrando ar syniadau/cyflwyniadau pobl eraill, a deall y gallan nhw fod â safbwynt gwahanol i mi, er mwyn ymateb yn briodol.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
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 gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
Rwy’n gallu ymateb i safbwyntiau pobl eraill mewn ffordd hyderus a sensitif, gan grynhoi a gwerthuso'r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
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Discussing differences, diversity and stereotypes respectfully
Entry 3 learners suggest differences respectfully and without judgement, Level 1 learners describe why diversity is important in relationships and communities, and Level 2 learners explain the value of differences within diverse groups and analyse how stereotypes or assumptions may affect interactions. The criteria are required; case studies and structured debates are suggested ways to build the discussion and reading.
Llythrennedd: Siarad cydweithredol, Deall, ymateb a dadansoddi, Gofyn cwestiynau
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short story about a new pupil from another country and sort the words that show how characters treat difference into respectful and unkind.
- Blwyddyn 8
- Pupils discuss a case study of a mixed-age team and give two reasons, in full sentences, why the group works better because of its differences.
- Blwyddyn 9
- Pupils take part in a structured discussion on assumptions such as 'older people are bad with technology', backing their view with an example and responding politely to someone who disagrees.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 3, assessment criteria 3.1 and 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.2, page 6; amplification, page 8; suggested activities, pages 9 and 10
“Developing respectful language when discussing differences.”
Cam cynnydd 3
Rwy'n gallu ystyried materion heriol neu ddadleuol drwy amrywiaeth o gyd-destunau dilys, gan gynnwys cynnal rôl.
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol a datblygu empathi.
Cam cynnydd 4
Rwy'n gallu defnyddio sgiliau siarad mewn amrywiaeth o gyd-destunau dilys er mwyn ystyried materion heriol neu ddadleuol.
Rwy'n gallu cynnal safbwynt argyhoeddiadol, gan ragweld safbwyntiau eraill ac ymateb iddyn nhw.
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i ddod i'm casgliadau fy hun.
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Talking through conflict and misunderstandings
Level 1 learners outline strategies for resolving simple conflicts or misunderstandings and Level 2 learners use appropriate strategies to manage conflict and maintain positive relationships, for example when disagreeing over roles in a group task. This is required. Learners listen to both sides, explain their own view calmly and agree a way forward, often shown through role-play.
Llythrennedd: Gwrando fel rhan o siarad cydweithredol, Gofyn cwestiynau, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a comic strip of two friends arguing over a game and write what each could say to calm things down.
- Blwyddyn 8
- Pupils role-play two pupils who both want the same equipment, using 'I feel' statements and summarising the other person's view before suggesting a fair solution.
- Blwyddyn 9
- Pupils mediate a role-played disagreement over roles in a group project, asking open questions, listing options and leading the group to agree on one.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 4, assessment criteria 4.2, page 6; amplification, page 9; suggested activities, page 10
“role-play or simulations of conflict resolution in vocational or everyday contexts”
Cam cynnydd 3
Rwy'n gallu gwrando er mwyn dangos cytundeb ac anghytundeb mewn trafodaeth a sefyllfaoedd cydweithredol.
Rwy’n gallu ymateb i safbwyntiau pobl eraill, gan geisio eglurder, crynhoi ac esbonio’r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
Cam cynnydd 4
Rwy'n gallu adnabod ystod o opsiynau ar gyfer gweithredu a dod i gytundeb er mwyn cyflawni nodau'r grŵp.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
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).