Skills for Work: Wellbeing and Work
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Wellbeing and work is a 20 hour Skills for Work unit about wellbeing at work, workload and work-life balance, positive working relationships, handling disagreements and asking for support. It is one unit that learners combine with others into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy carries the unit: learners describe, explain and at Level 2 analyse and evaluate ideas in talk or writing, read case studies, and show in role-play how to ask for help, offer support and settle a disagreement calmly. Numeracy is light, limited to planning time in a daily schedule.
- 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 wellbeing means at work, managing workload and work-life balance, positive working relationships, dealing with work problems and asking for help), with 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, Skills for Work group.
- Level 1 and Level 2: The same four learning outcomes, with 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, Skills for Work group.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Describing and explaining wellbeing at work
Learners say, describe and explain what wellbeing at work means, from choosing examples at Entry 1 to describing the four elements of wellbeing at Level 1 and explaining how wellbeing supports productive work at Level 2. This is required by the learning outcome 1 assessment criteria and uses subject words such as workload, resilience and work-life balance.
Llythrennedd: Eglurder a geirfa, Geirfa, sillafu, gramadeg, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils finish the sentence starter 'Wellbeing at school means...' with three examples and use the word wellbeing correctly in each.
- Blwyddyn 8
- Pupils sort ten word cards about wellbeing into physical, mental and social, then explain one card from each group to a partner.
- Blwyddyn 9
- Pupils write a paragraph explaining how feeling supported at school helps people work well, using key words such as workload, balance and resilience.
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 1.3, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.2, page 7
“Describe the four elements of wellbeing, according to the World Health Organisation (WHO).”
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
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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Reading case studies and scenarios about work problems
Learners read short scenarios and case studies about workers with poor work-life balance, unfair treatment or conflict, then explain the impact and suggest strategies. The pack says reading case studies is part of the unit and annotated case studies are listed as evidence, but no criterion is assessed on reading itself.
Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short story about a pupil who is stressed before a test and underline the words that show how they feel.
- Blwyddyn 8
- Pupils read a case study about a Saturday worker with too many shifts and list the problems and how each one affects them.
- Blwyddyn 9
- Pupils read two short accounts of the same workplace argument, work out each person's point of view and suggest how to resolve it.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit overview, integral and cross curricular skills, page 4; suggested activities, page 14; sources of evidence, page 14
“Learners will use their reading skills when reading case studies and scenarios.”
Cam cynnydd 3
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol a datblygu empathi.
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 darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i ddod i'm casgliadau fy hun.
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad i ddeall testunau mwy cymhleth, ac ystyried dibynadwyedd ac effaith yr hyn rwy'n ei ddarllen.
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Asking for help and offering support in role-play
Learners show how to ask for help, from pointing out one way at Entry 1 to demonstrating with actions and words at Entry 3 and asking appropriately in a workplace situation at Level 1. At Level 2 they demonstrate how to offer support to a colleague, so the talk must be clear, polite and kind.
Llythrennedd: Eglurder a geirfa, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils practise in pairs how to ask a teacher to explain a task again, using a polite opening and a clear question.
- Blwyddyn 8
- Pupils role-play asking a supervisor for help when they have too much to do, then swap roles and give each other one tip.
- Blwyddyn 9
- Pupils role-play noticing a stressed classmate or colleague and offering support, choosing words that show empathy and respect, and review a recording of it.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 4, assessment criteria 4.2, page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.2 and 4.3, page 8
“Demonstrate how to ask for support appropriately in a workplace situation.”
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 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 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 rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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Settling a disagreement calmly through listening and talk
Learners give examples of how to respond to a disagreement at work at Level 1 and demonstrate at least two ways to manage one constructively at Level 2, with Entry 3 learners explaining why solving problems calmly helps. The amplification stresses listening without interrupting and saying what you mean calmly and clearly.
Llythrennedd: Gwrando fel rhan o siarad cydweithredol, Gofyn cwestiynau
Paratoi disgyblion
- Blwyddyn 7
- Pupils take turns to speak in a group disagreement about a class rule, using a talking object so nobody interrupts.
- Blwyddyn 8
- Pupils role-play two team members who disagree about sharing tasks and practise summarising the other person's view before giving their own.
- Blwyddyn 9
- Pupils act out a workplace conflict, then reach a compromise both sides accept and explain what helped them agree.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 3, assessment criterion 3.4, page 6; Level 1 and Level 2, learning outcome 3, assessment criterion 3.3, page 8; amplification of learning outcome 3, page 12
“Demonstrate at least two ways to manage a disagreement constructively.”
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 gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
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.
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Reflecting on and evaluating wellbeing in writing
Entry 3 learners reflect on how they would support a friend's wellbeing at work, and Level 2 learners analyse, assess and evaluate, for example why promoting wellbeing benefits both employees and employers. Evidence can be spoken or written, and a suggested activity is a short written reflection on a work-related challenge.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a short journal entry starting 'When I asked for help, it made me feel...' and give one reason.
- Blwyddyn 8
- Pupils write a paragraph on whether school breaks help learning, giving a reason for and a reason against with connectives such as however.
- Blwyddyn 9
- Pupils write a short evaluation of a school wellbeing idea, weighing benefits for pupils and staff and ending with a clear judgement.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 1, assessment criterion 1.4, page 5; Level 1 and Level 2, learning outcomes 1 and 2, assessment criteria 1.4 and 2.4, page 7; suggested activities, page 14
“Evaluate why promoting wellbeing benefits both employees and employers.”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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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Planning a balanced daily schedule
Numeracy is light in this unit. A suggested Entry Level activity has learners create a simple daily schedule that balances work or school, rest and fun, and Level 1 learners give examples of managing time, but no criterion asks for calculation.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils fill in a 24 hour clock timetable of a school day and work out how many hours go on school, sleep and free time.
- Blwyddyn 8
- Pupils plan a weekend schedule with set times for homework, rest and a hobby, and check the times add up to the hours available.
- Blwyddyn 9
- Pupils plan a week around a part-time job, revision and rest in a timetable, then reorder tasks by priority when one shift runs late.
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; suggested activities, page 13
“create a simple "healthy balance" daily schedule (include work/school, rest, fun).”
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 darllen a defnyddio clociau analog a digidol.
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.
Da gwybod
- Unit codes run from Entry 1 to Level 2: "Unit Codes S667E1 S667E2 S667E3 S667L1 S667L2" (Unit overview, page 3).
- Spoken and visual evidence counts: evidence "may be verbal, written, practical, or visual", and "extended written work is not required unless appropriate" (Sources of evidence, page 14).
- Spelling is not judged here: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed." (Sources of evidence, page 14).
- Role-plays can be filmed: evidence includes "recording of practical demonstrations of evidence, such as role-plays or discussions" (Sources of evidence, page 14).
- AI rules apply to written work. AI misuse includes "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work, analysis, evaluation or calculations." (Section 4.6, page 21).
- Suggested assessment tasks are optional: "These tasks are not mandatory." (Section 4.1, page 18).
- Appendix A of the specification ticks Literacy for this unit and does not tick Numeracy (Appendix A, page 30), and "Assessment of this unit should not require any specific resources." (page 16).
Cysylltiadau â chymwysterau eraill
The pack names Customer service, Fairness and inclusion in the workplace, Rights and responsibilities in the workplace, Understanding the changing labour market and Working in Wales as closely related Skills for Work units, and the Skills for Life unit Mental health and wellbeing covers stress and asking for help from a personal angle. Talking and writing about wellbeing, stress and support also sit in GCSE Physical Education and Health and GCSE Health and Social Care and Childcare, and evaluating benefits for employees and employers links with GCSE Business. The role-play and discussion work suits the speaking and listening in GCSE English Language and Literature and GCSE Cymraeg Language and Literature.
Ffynhonnell: WJEC Wellbeing and work 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).