Skills for Work: Building a Growth Mindset
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Building a growth mindset covers overcoming setbacks and building resilience, managing stress in the moment, the difference between a fixed and a growth mindset, and building helpful long term habits. It is one 20 hour Skills for Work unit that learners combine with other units into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma. Literacy is the main cross-curricular skill: learners talk and write about their own setbacks and feelings, explain words such as resilience and habit, compare fixed and growth mindsets and reflect on strategies. Numeracy is only incidental, through tracking a habit over a week.
- 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 with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence is compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, Skills for Work group.
- Level 1 and Level 2: Four learning outcomes with assessment criteria at Level 1 and Level 2. Evidence is compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, Skills for Work group.
Sgiliau sy'n defnyddio Diben
-
Talking about setbacks, challenges and stress
Learners name or make a statement about a challenge at Entry 1 and 2, describe a setback or a stressful situation at Entry 3 and Level 1, and at Level 2 discuss a time when they or someone they know faced a setback. This is required by the assessment criteria and can be evidenced through recorded discussion, one to one talk or role play.
Llythrennedd: Diben, Gwrando i ddeall, Gwrando fel rhan o siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils tell a partner about a time something went wrong, such as losing a match, using a sentence starter like I felt, then I.
- Blwyddyn 8
- Pupils discuss a short case study of a pupil who failed a test in a small group, each suggesting what the pupil could do next and responding to one another's ideas.
- Blwyddyn 9
- Pupils give a short spoken account of a setback they or a famous person faced, what helped them bounce back and what they learned, then answer questions from the class.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcomes 1 and 2, assessment criteria 1.1 and 2.1, page 5; Level 1 and Level 2, learning outcomes 1 and 2, assessment criteria 1.1 and 2.1, page 7; sources of evidence, page 14
“Discuss a time when you or someone you know”
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 gwrando ar syniadau/cyflwyniadau pobl eraill, a deall y gallan nhw fod â safbwynt gwahanol i mi, er mwyn ymateb yn briodol.
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 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
- Unit codes are S652E1, S652E2, S652E3, S652L1 and S652L2, and the unit is "GLH 20" in the Skills for Work suite (Unit overview, page 3).
- Appendix A of the specification ticks only Literacy among the cross-curricular and integral skills for this unit (page 29), so there is no Numeracy mapping.
- Evidence does not have to be long writing: "evidence may be verbal, written, practical or visual, extended written work is not required unless appropriate" (Sources of evidence, page 14), and teacher observation notes of discussions and role plays count.
- Spelling and layout are not judged unless a criterion asks: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed." (Sources of evidence, page 14).
- The pack expects subject vocabulary: at Entry Level learners "will begin to use a range of discipline-specific vocabulary to express their answer" and at Level 1 and 2 they "will explain and give reasons for their answers" (Unit overview, page 4).
- Suggested assessment tasks are optional: "These tasks are not mandatory." Teachers may adapt them or write their own (Skills for Life and Work specification, section 4.1, page 18).
- AI tools must be acknowledged. Misuse includes "Copying or paraphrasing whole responses of AI-generated content" (Skills for Life and Work specification, section 4.6, page 21). Most criteria ask for personal description and reflection, which should be the learner's own.
Cysylltiadau â chymwysterau eraill
The pack names Fairness and inclusion in the workplace, Wellbeing and work, Personal development planning, Interview and confidence techniques and Overcoming barriers as Skills Suite units to deliver alongside it, and the Skills for Life unit Mental health and wellbeing covers stress and coping in more depth. Talking and writing about personal experience, feelings and opinions builds on the speaking, listening and reflective writing in GCSE English Language and Literature and, in Welsh, GCSE Core Cymraeg and GCSE Cymraeg Language and Literature. The work on stress and healthy habits links with the Health and well-being Area of Learning and Experience and so with GCSE Physical Education and Health.
Ffynhonnell: WJEC Building a growth mindset 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).