Skills for Work: Sustainable Economic Development
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Pearson.
Sustainable economic development (Unit SfW 3) is one 20 hour unit that learners combine with others into a Pearson Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Learners identify sustainability issues such as waste, pollution, climate change and transport, their impacts and actions to reduce them, then plan and carry out sustainability actions at home, in school, in the community or in a simulated workplace. The centre sets and marks the assignment. Literacy sits in researching and explaining issues at local, national and global scale, writing an action plan and suggesting improvements. Numeracy is light: Level 2 needs measurable goals, and Pearson names cost as a link, but no calculation is required.
- Corff dyfarnu
- Pearson
- 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
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: list, outline or identify sustainability issues and actions to reduce their impact, and take part in sustainability activities in their own setting, following a simple action plan at Entry 2 and producing one at Entry 3. There are no mandatory evidence requirements; the centre sets and marks its own assignment (Pearson's Authorised Assignment Brief is optional), internally verified and checked by a Pearson Standards Verifier. Graded Pass or Fail. 20 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each level: describe (Level 1) or explain (Level 2) a range of sustainability issues and their impacts, then develop and implement an action plan in their own setting, with realistic short term goals at Level 1 and detailed, measurable goals at Level 2, where learners also give two local, two national and two global examples. Evidence is chosen by the centre, internally assessed and checked by a Pearson Standards Verifier. Graded Pass or Fail. 20 guided learning hours.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Describing and explaining sustainability issues and impacts
Entry learners list, outline or identify sustainability issues and actions to reduce their impact, Level 1 learners describe a range of issues and their impacts across settings, and Level 2 learners explain a wide range of issues with their wider impacts and implications. This is required by the assessment criteria, in speech or writing.
Llythrennedd: Eglurder a geirfa, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils match sustainability issues such as litter and car fumes to their impacts and say one action to reduce each.
- Blwyddyn 8
- Pupils write a paragraph describing how food waste affects the school, the community and the environment.
- Blwyddyn 9
- Pupils write an explanation of the wider implications of one issue, such as transport emissions, using cause and effect connectives and subject terms.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 3, Assessment criteria, page 22; Essential information for assessment decisions, pages 23 to 24
“Explain a wide range of sustainability issues and their impacts”
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 defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
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Researching issues at local, national and global scale
Level 2 learners give two local, two national and two global examples of issues and their implications, and Entry 3 and Level 1 learners cover issues across different areas such as waste, pollution, climate change and transport. This requires reading and selecting information from sources; Pearson's Annexe C names reading and research as literacy links.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short news story about a local flooding event and note the issue and its effect.
- Blwyddyn 8
- Pupils read three short texts on plastic pollution in their town, in Wales and worldwide, and sort the facts into a three column table.
- Blwyddyn 9
- Pupils research one issue at local, national and global scale from several sources and summarise the implications at each scale in their own words.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 3, Essential information for assessment decisions, Entry 3 to Level 1, page 23, and Level 2, page 24; Annexe C, page 118
“two examples of issues and implications on a global scale”
Cam cynnydd 3
Rwy'n gallu defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
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 ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.
Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
Cam cynnydd 5
Rwy'n gallu ymchwilio'n annibynnol i amrywiaeth eang o ffynonellau er mwyn datblygu dealltwriaeth o bwnc neu fater cynyddol gymhleth.
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Writing an action plan
Entry 2 learners follow a simple action plan, Entry 3 learners produce a simple plan linking each issue to an action, Level 1 learners write a plan with realistic short term goals, and Level 2 learners write a detailed, measurable plan. This is required by the assessment criteria.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a three step plan for a classroom recycling corner using the frame issue, action, who and when.
- Blwyddyn 8
- Pupils write an action plan for cutting paper waste with headings, short term goals and a named person for each step.
- Blwyddyn 9
- Pupils draft a detailed action plan for a school energy campaign, then redraft it so every goal is specific and linked to an issue.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 3, Assessment criteria, page 22; Essential information for assessment decisions, Entry 3, page 23, and Level 2, page 24
“produce a simple plan for their actions that link the identified sustainability issue to the action required”
Cam cynnydd 3
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
Cam cynnydd 4
Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
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Suggesting and discussing improvements
Level 2 learners suggest realistic strategies for improvement as part of their plan and take responsibility for carrying them out, and Level 1 learners solve problems as they arise. This is required by the Level 2 guidance; Pearson's Annexe C also names discussion and presentation as literacy links.
Llythrennedd: Siarad cydweithredol, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils discuss in groups why a recycling bin is not being used and suggest one change.
- Blwyddyn 8
- Pupils present two ideas for reducing car journeys to school and the class votes on the more realistic one.
- Blwyddyn 9
- Pupils discuss the weaknesses of a sample action plan, agree three realistic improvements and justify them to the class.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 3, Essential information for assessment decisions, Level 1, page 23, and Level 2, page 24; Annexe C, page 118
“Learners will suggest realistic strategies for improvement as part of their plan”
Cam cynnydd 3
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.
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 rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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Setting measurable goals and timescales
Level 1 learners set realistic short term goals and Level 2 learners write a plan with measurable goals, such as amounts of waste or numbers of lights switched off by a date. This is required by the Level 1 and Level 2 criteria, but no calculation is specified.
Rhifedd: Cymhwysedd strategol, Mesur, Casglu data
Paratoi disgyblion
- Blwyddyn 7
- Pupils count the lights left on in empty classrooms at lunchtime for a week and record the totals in a tally chart.
- Blwyddyn 8
- Pupils set a goal to cut the class's paper use by a number of sheets over four weeks and track progress on a calendar.
- Blwyddyn 9
- Pupils set measurable targets for reducing waste in the canteen, collect weekly figures and decide whether each target was met.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 3, Assessment criteria, Level 1 and Level 2, page 22; Essential information for assessment decisions, Level 1, page 23, and Level 2, page 24
“develop and implement a detailed action plan with measurable goals and activities”
Cam cynnydd 3
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.
Rwy'n gallu casglu data perthnasol i ateb cwestiynau a ofynnwyd.
Cam cynnydd 4
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Rwy'n gallu casglu data meintiol ac ansoddol.
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Considering costs of sustainable actions
Pearson's Annexe C names cost and financial work as the numeracy link, for example comparing the cost of reusable and single use items. The purpose of the unit is a sustainable workplace, but no criterion requires costing, so this is suggested only.
Rhifedd: Llythrennedd ariannol, Cyfrifiad
Paratoi disgyblion
- Blwyddyn 7
- Pupils compare the price of a reusable water bottle with a year of single use bottles and say which is better value.
- Blwyddyn 8
- Pupils compare the cost of LED and older bulbs for a classroom using given prices and decide which to buy within a budget.
- Blwyddyn 9
- Pupils calculate the percentage saving on a school energy bill if a switch off campaign cuts use by a given amount.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 3, Purpose and Aim, page 22; Annexe C, page 118
“contributing to a sustainable workplace, i.e. energy conservation, recycling, waste disposal, clean air, transport”
Cam cynnydd 3
Rwy'n gallu cymharu prisiau a deall pa un yw'r gwerth gorau am arian.
Rwy'n gallu rheoli arian, cymharu costau siopau gwahanol a phenderfynu beth y gellir ei brynu o fewn cyllideb benodol.
Cam cynnydd 4
Rwy'n gallu gwerthfawrogi egwyddorion sylfaenol cyllidebu, cynilo (gan gynnwys deall adlog) a benthyca.
Rwy'n gallu cyfrifo cynnydd neu ostyngiad canrannol.
Da gwybod
- The unit is Unit SfW 3 and the unit summary lists it at 20 GLH ("SfW 3 Sustainable economic development 20", Unit summary, page 5); it counts towards Skills for Work qualifications numbered C00/5473/0 to C00/5474/4 (Qualification titles, pages 3 to 4).
- A unit is achieved once, at one level: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- Written work is not compulsory: "there are no mandatory evidence requirements and centres can select the type of evidence" (Essential information for assessment decisions, page 23), and assignments "can include both practical and written tasks" (Assessment of units, page 9).
- Level 2 needs "a detailed action plan with measurable goals and activities" (Essential information for assessment decisions, Level 2, page 24), so goals must be countable, not only described.
- Despite the title, the criteria contain no economics or costing; the only economic element is Pearson's Annexe C numeracy link "cost, financial" (Annexe C, page 118).
- AI may be used only if acknowledged: "the final submission must be in the learner's own words and reflect their own effort" (Requirements relating to permitted/prohibited resources, page 25).
- The Level 1 criterion is garbled in print: "their impact and actions that and develop and implement an action plan" (Assessment criteria, page 22), and the Entry 3 guidance repeats a word in "in in the home" (page 23).
Cysylltiadau â chymwysterau eraill
Explaining issues such as pollution and climate change and reading about them at local, national and global scale reinforce GCSE Geography, GCSE Social Studies and the WJEC Foundation in Humanities, and writing an organised action plan supports GCSE English Language and Literature. Setting measurable goals links lightly to GCSE Mathematics and Numeracy, and the workplace setting to GCSE Business. Within the WJEC Skills Suite it overlaps with Sustainability In Action and Jobs of the Future. Compared with the WJEC Sustainable Economic Development unit, which asks learners to review the impact of their activities and, as suggested work, measure energy, water or waste, the Pearson unit adds a required spread of local, national and global examples at Level 2 and a measurable action plan, with no separate review of impact.
Ffynhonnell: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma specification, Issue 1, August 2026, Unit SfW 3: Sustainable economic development.