Skills for Work: Wellbeing and Work
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.
- Awarding body
- Pearson
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 10
- First taught
- September 2027
- Amount of literacy work
- Medium
- Amount of numeracy work
- Low
- Specification
- Open the specification
How this unit is assessed
- 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.
Skills that use Planning and organising for different purposes, audiences and context
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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.
Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils name three ways to feel better during a busy school day, such as drinking water, and write why each helps.
- Year 8
- Pupils sort wellbeing tips into physical, mental, social and financial, then describe one tip from each group to a partner.
- Year 9
- Pupils write an explanation of how workload, relationships and breaks affect a worker's wellbeing, linking each strategy to the problem it solves.
Show the specification wording and the LNF statements
Where it is in the specification: 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”
Progression step 3
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.
Good to know
- 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).
Links with other qualifications
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.
Source: 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.