Skills for Work: Wellbeing and Work
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Pearson.
Wellbeing and Work is a Pearson Skills for Work unit about managing wellbeing at work and building positive working relationships. It is one 10 hour unit that learners combine with others into a Pearson Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2, assessed internally by the centre. Literacy carries the unit: learners state, outline, describe and explain ways to manage wellbeing, and show in role-play or simulation how to greet colleagues, listen actively, ask for help, adapt their tone for formal and informal settings and, at Level 2, resolve conflict and give feedback. Numeracy demand is low: Annexe C says there is no direct numeracy link.
- Corff dyfarnu
- Pearson
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 10
- 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, rising from stating a simple way to look after wellbeing at work and showing a positive interaction to identifying methods for managing wellbeing and demonstrating ways to build and maintain positive working relationships. There are no mandatory evidence requirements. Internally assessed by the centre through a centre-devised assignment or Pearson's adaptable Authorised Assignment Brief, subject to Pearson standards verification, graded Pass or Fail. 10 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain a range of (Level 2) practical ways to manage wellbeing at work, and demonstrate strategies for building and maintaining positive working relationships, in different contexts at Level 2. Role-play, observation or workplace simulation can be used. Internally assessed by the centre, subject to Pearson standards verification, graded Pass or Fail. 10 guided learning hours.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
-
Describing and explaining ways to manage wellbeing
Entry learners state, outline or identify one to three ways to look after wellbeing at work, Level 1 learners describe the four components of wellbeing and practical ways to manage them, and Level 2 learners explain how interconnected factors affect wellbeing and why each strategy works. This is required by the assessment criteria, in speech, writing or visual form.
Llythrennedd: Eglurder a geirfa, Geirfa, sillafu, gramadeg, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils name three ways to feel better during a busy school day, such as drinking water, and write why each helps.
- Blwyddyn 8
- Pupils sort wellbeing tips into physical, mental, social and financial, then describe one tip from each group to a partner.
- Blwyddyn 9
- Pupils write an explanation of how workload, relationships and breaks affect a worker's wellbeing, linking each strategy to the problem it solves.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Assessment criteria, page 92; Essential information for assessment decisions, Entry 1 to Entry 3, page 93, Level 1 and Level 2, page 94
“describe the four key components of personal wellbeing”
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 defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
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.
-
Positive interactions and active listening
Entry 1 learners show a simple positive interaction such as a greeting or saying thank you, Entry 2 and Entry 3 learners use polite language, offer help and listen actively, and Level 1 learners communicate politely and professionally and adapt to formal or informal contexts. This is required by the assessment criteria and is assessed by demonstration.
Llythrennedd: Eglurder a geirfa, Gwrando fel rhan o siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils practise greeting a visitor and asking how they can help, then swap roles and give one tip on tone of voice.
- Blwyddyn 8
- Pupils role play a short conversation with a new colleague, showing active listening by asking a follow-up question and summarising what they heard.
- Blwyddyn 9
- Pupils act out the same request in a formal meeting and in an informal break room chat, then explain how they changed their language.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Essential information for assessment decisions, Entry 1 to Entry 3, page 93, Level 1, page 94
“greeting colleagues, using polite and respectful language, offering help, or listening during a short interaction”
Cam cynnydd 3
Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
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.
Cam cynnydd 4
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.
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.
-
Asking for help with a work problem
Entry 1 learners recognise the need to speak to a trusted person, Entry 2 learners identify a source of support and can start the conversation, Entry 3 learners name when they might use it, and Level 2 learners recognise when formal support is needed and access it independently. This is required by the assessment guidance at each level.
Llythrennedd: Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils practise telling a teacher they are stuck using a sentence starter such as 'Could you help me with'.
- Blwyddyn 8
- Pupils role play asking a supervisor for help with too much work, explaining the problem calmly and suggesting a solution.
- Blwyddyn 9
- Pupils plan and hold a short formal conversation with a 'line manager' about a workload issue, adjusting what they say when the manager pushes back.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Essential information for assessment decisions, Entry 1 and Entry 2, page 93, Entry 3 and Level 2, page 94; Levels of supervision and support, page 95
“can initiate contact when help is needed”
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 trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.
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 trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
-
Resolving disagreements and giving feedback
Level 1 learners resolve minor disagreements respectfully, and Level 2 learners demonstrate assertive but respectful communication, conflict resolution and giving and receiving feedback across different contexts. Entry 3 learners respond appropriately to feedback. This is required by the assessment guidance and is usually assessed by role-play or simulation.
Llythrennedd: Gwrando fel rhan o siarad cydweithredol, Gofyn cwestiynau, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils practise saying 'I disagree because' politely in a pair discussion about which game to play at break.
- Blwyddyn 8
- Pupils role play two colleagues who both want the same shift, listening to each other and agreeing a fair solution.
- Blwyddyn 9
- Pupils give and receive feedback on a group task using a 'what went well, even better if' structure, and then resolve a staged disagreement over roles.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Essential information for assessment decisions, Entry 3, pages 93 to 94, Level 1 and Level 2, page 94
“assertive but respectful communication, conflict resolution, giving and receiving feedback”
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 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.
Cam cynnydd 5
Rwy'n gallu defnyddio ystod o opsiynau a strategaethau i alluogi’r grŵp i wneud cynnydd a dod i gonsensws.
Rwy'n gallu ymateb gyda hyder a sensitifrwydd i syniadau pobl eraill mewn sefyllfaoedd cydweithredol gwahanol, gan fyfyrio ar wybodaeth a syniadau a gofyn cwestiynau perthnasol.
Da gwybod
- The unit is "SfW 18" with 10 guided learning hours (Unit summary, page 5), half the 20 hours of the WJEC Wellbeing and work unit. "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- Evidence can be spoken or written: Entry 3 learners "may use written, verbal, or visual methods" (Essential information for assessment decisions, Entry 3, page 93), and "Role-play, observation, or workplace simulation can be used to assess these skills" (Level 2, page 94).
- Support with talk is allowed at Entry Level: Entry 2 learners may use "Basic verbal or situational cues, e.g. role-play or guided examples" (page 93).
- Annexe C lists the literacy links as "read, write, discussion, describe, explain" and the numeracy link as "No direct link" (page 122).
- If AI is used, "the final submission must be in the learner's own words and reflect their own effort" (Requirements relating to permitted/prohibited resources, page 96).
- Teaching content is in Pearson's separate Teaching and Learning Support document, not the specification (Unit content, page 93).
Cysylltiadau â chymwysterau eraill
Explaining stress management and work-life balance supports GCSE Physical Education and Health and GCSE Health and Social Care, and Childcare, and professional communication, feedback and conflict resolution link with GCSE Business and with the speaking and listening work in GCSE English Language and Literature. Within the WJEC Skills Suite, Mental health and wellbeing, Healthy relationships and Teamwork use similar talk. Compared with the WJEC Wellbeing and work unit, the Pearson unit is half the size (10 hours, not 20) and relies more on practical demonstration of positive working relationships, while both have little numeracy.
Ffynhonnell: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma Qualifications Specification, Issue 1, August 2026, Unit SfW 18: Wellbeing and work.