Skills for Work: Sustainable Economic Development
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Sustainable Economic Development is a 20 hour Skills for Work unit, from Entry 1 to Level 2, in which learners find out what makes a workplace sustainable, how everyday and workplace actions affect the environment and community, then plan a sustainability strategy for their own setting, carry out activities and review their impact. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Literacy sits in describing and explaining sustainability, writing the plan or strategy, discussing ideas and evaluating actions. Numeracy is light: setting timescales is required, while measuring energy, water or waste is suggested.
- 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 (what helps make a workplace sustainable, how sustainable actions affect the environment, creating a plan to support sustainability in a workplace setting, and taking part in sustainability activities), with separate assessment criteria at Entry 1, Entry 2 and Entry 3. 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 (what contributes to a sustainable workplace and why it matters, how sustainable actions affect the environment, workplace or community, developing a strategy to improve sustainability, and taking part in sustainability activities and reviewing their impact), with separate assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Explaining what sustainability means and why it matters
Entry learners state, then describe, what the word sustainable means and what helps make a workplace sustainable. Level 1 learners describe factors and explain why sustainability is important in the workplace, and Level 2 learners explain the key factors and why sustainability matters for the workplace, the environment and the wider community.
Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a one sentence definition of sustainable in their own words and give two examples from school, such as switching off lights and recycling paper.
- Blwyddyn 8
- Pupils write a paragraph explaining why saving energy matters to a school, using words such as resources, emissions and costs.
- Blwyddyn 9
- Pupils explain in a short written piece why sustainability matters for a local business, its staff and the community, using a clear point for each.
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 to 1.4, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.2, page 7
“Explain why sustainability is important for the workplace, the environment, and the wider community”
Cam cynnydd 3
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Cam cynnydd 4
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.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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Writing a sustainability plan or strategy
Entry 3 learners create a simple plan to address a sustainability issue in their own setting. Level 1 learners describe the issue, outline a strategy with actions and timescales and explain how it could improve sustainability. Level 2 learners analyse the issue, develop a detailed strategy with responsibilities and justify how it will help.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils fill in a plan frame for reducing litter in the yard, writing the problem, three steps and one reason each step will help.
- Blwyddyn 8
- Pupils write a short plan to cut paper waste in their classroom, with headed sections for the issue, actions, timescale and expected benefit.
- Blwyddyn 9
- Pupils write a strategy to reduce food waste in the canteen, setting out actions, timescales and who is responsible, and justifying each action with a reason.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 3, page 6; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 to 3.3, page 8; amplification, page 12
“Justify how the strategy will improve sustainability in their own workplace, environment or community”
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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Discussing ideas and contributing to a group plan
Entry 1 and Entry 2 learners contribute ideas to a sustainability plan, and the overview describes learners discussing sustainability challenges, sharing ideas and presenting strategies. The suggested activities include group discussions, role-play and decision making about sustainable actions, with peer feedback forms and recordings of presentations as possible evidence.
Llythrennedd: Siarad cydweithredol, Gofyn cwestiynau, Gwrando fel rhan o siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils take turns in a small group to suggest one way to save energy in the classroom, and the group agrees on the best two.
- Blwyddyn 8
- Pupils discuss in roles, such as chair and note taker, how to reduce plastic in the school shop and agree three actions.
- Blwyddyn 9
- Pupils debate in groups which of four sustainability actions would make the biggest difference to the school, respond to each other's points and reach an agreed recommendation.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 3, assessment criterion 3.2, page 6; unit overview, integral and cross-curricular skills, page 4; suggested activities, page 14
“Contribute ideas to a sustainability plan to address the issue”
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 gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.
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.
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Evaluating sustainability actions and suggesting improvements
Entry 3 learners reflect on how their actions contribute, and Level 1 learners identify one improvement to an activity. Level 2 learners evaluate which actions are most and least effective and justify their impact, evaluate the potential effectiveness of their strategy, review the effectiveness of their activities and suggest realistic improvements. Reflective journals are a listed source of evidence.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils say what went well and what they would change after a class litter pick, and write one improvement on a sticky note.
- Blwyddyn 8
- Pupils write a short review of a recycling week, saying which action worked best, which worked least and why.
- Blwyddyn 9
- Pupils write an evaluation of a switch off campaign, ranking the actions by effect, justifying the ranking with evidence and suggesting two realistic improvements.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 4, assessment criterion 4.3, page 6; Level 1 and Level 2, learning outcome 2, assessment criterion 2.3, page 7; learning outcomes 3 and 4, assessment criteria 3.4, 4.3 and 4.4, page 8
“Evaluate which sustainability actions are most and least effective and justify their impact”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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 defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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Reading about sustainable practice in businesses and communities
Suggested Level 1 and Level 2 activities include researching sustainable practice in local businesses, organisations or communities and reviewing real world initiatives and their outcomes, and the pack lists Welsh resources such as Keep Wales Tidy, Natural Resources Wales and WWF Cymru. This reading supports the criteria on factors and effects but is suggested, not assessed.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short case study of an eco school and list three things the school did to reduce waste.
- Blwyddyn 8
- Pupils read two articles about local businesses going green and summarise in a table what each did and the result.
- Blwyddyn 9
- Pupils read several sources about a Welsh community sustainability project, summarise its causes, actions and outcomes, and note any information that seems one sided.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Suggested activities for Level 1 and 2 learners, page 14; resources available to support delivery, pages 16 and 17
“reviewing real-world examples of sustainability initiatives and analysing their outcomes”
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 dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
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.
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Setting timescales for a sustainability strategy
Level 1 learners outline a strategy including actions and timescales, and Level 2 learners add responsibilities, with the amplification also mentioning resources. Setting realistic dates and ordering the steps is the only number work the criteria require, and it is simple.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a calendar to plan a one week class recycling challenge, putting each step on a day and working out how many school days it covers.
- Blwyddyn 8
- Pupils plan a four week energy saving project, ordering the steps and working out start and end dates around a half term break.
- Blwyddyn 9
- Pupils build a timetable for a term long school garden project, breaking it into stages, setting dates and checking it fits the time available.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 3, assessment criterion 3.2, page 8; amplification, page 12
“Outline a strategy to address the sustainability issue, including actions and timescales”
Cam cynnydd 3
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 blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Cam cynnydd 4
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.
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Measuring and recording energy, water or waste use
The suggested activities include simple monitoring at Entry Level, such as counting lights left on, and monitoring and recording energy, water or waste use and analysing patterns at Level 1 and Level 2. The amplification lists monitoring and recording environmental improvements. No criterion requires measurement, so this is suggested, though it gives Level 2 learners evidence to assess impact.
Rhifedd: Casglu data, Mesur
Paratoi disgyblion
- Blwyddyn 7
- Pupils tally the number of taps left running in the toilets at break for a week and record the totals in a table.
- Blwyddyn 8
- Pupils weigh the general waste and recycling from their classroom each day for a week, reading the scale accurately and recording the masses in kilograms.
- Blwyddyn 9
- Pupils read the school electricity meter or smart display at set times before and after a campaign and record readings in kilowatt hours with the date and time.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Suggested activities, page 14; amplification of learning outcome 4, page 12; sources of evidence, page 15
“monitoring and recording energy, water, or waste usage, and analysing patterns”
Cam cynnydd 3
Rwy'n gallu casglu data perthnasol i ateb cwestiynau a ofynnwyd.
Rwy'n gallu darllen a dehongli graddfeydd neu raniadau ar amrywiaeth o offerynnau mesur.
Cam cynnydd 4
Rwy'n gallu casglu data meintiol ac ansoddol.
Rwy'n gallu darllen a dehongli graddfeydd ar amrywiaeth o offerynnau mesur.
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Using data to compare the effect of actions
Level 2 learners evaluate which actions are most and least effective and assess the impact of activities, and the amplification gives examples such as reduced energy bills and comparing a recycling scheme with turning off unused lights. Charts and simple calculations help, but the criteria do not require them, so this is suggested.
Rhifedd: Cynrychioli data, Dehongli data, Cyfrifiad
Paratoi disgyblion
- Blwyddyn 7
- Pupils draw a bar chart of lights left on each day and say which day was best and worst.
- Blwyddyn 8
- Pupils draw a line graph of daily recycling weights before and after a campaign and describe the change in two sentences.
- Blwyddyn 9
- Pupils calculate the percentage decrease in waste and in energy use after two different actions, compare them and decide which action had the greater effect.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 2, assessment criterion 2.3, page 7; amplification, pages 11 and 12; suggested activities, page 14
“comparing a workplace recycling scheme vs. turning off unused lights”
Cam cynnydd 3
Rwy'n gallu dewis a llunio siartiau, diagramau a graffiau priodol sydd â graddfeydd addas.
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Cam cynnydd 4
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Rwy'n gallu cyfrifo cynnydd neu ostyngiad canrannol.
Da gwybod
- Unit codes run from Entry 1 to Level 2: "S664E1", "S664E2", "S664E3", "S664L1" and "S664L2", with 20 GLH (unit overview, page 3).
- Assessment is not a writing test: "extended written work is not required unless appropriate", and judgements should not focus on "spelling or presentation unless specifically assessed" (sources of evidence, page 15).
- Spoken and practical evidence counts. The sources of evidence include "audio/video recordings of learners presenting sustainability projects" and teacher observation sheets (page 15).
- No special equipment is needed for assessment: "Assessment of this unit should not require any specific resources" (page 17).
- AI misuse is malpractice. Examples include "Copying or paraphrasing whole responses of AI-generated content." and "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work, analysis, evaluation or calculations." (specification section 4.6, page 21).
- Suggested assessment tasks are optional: "These tasks are not mandatory." Teachers may use, adapt or replace them (specification section 4.1, page 18).
- Where a criterion uses a plural without a number, "a plural reference within assessment criterion refers to a minimum of two" (pages 6 and 8).
Cysylltiadau â chymwysterau eraill
The pack names Enterprise venture, Sustainability in action, Financial literacy and Business finance as closely related Skills Suite units, with further links to Science and technology in everyday life, Skills in the natural environment, Ethical choices, Rights and responsibilities in the workplace and Jobs of the future. It also points to GCSE Geography, GCSE Business, GCSE Mathematics for modelling sustainability initiatives (GCSE Mathematics and Numeracy in Wales) and GCSE science on ecosystems, which fits GCSE The Sciences and GCSE Integrated Science. It names vocational awards in Retail Business and Engineering, which match VCSE Retail and Customer Service and VCSE Engineering on this page. The spreadsheet and presentation work also suits GCSE Digital Technology.
Ffynhonnell: WJEC Sustainable economic development 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).