Skills for Work: Wellbeing and Work
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.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of literacy work
- Medium
- Amount of numeracy work
- Low
How this unit is assessed
- 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.
Skills that use Planning and organising for different purposes, audiences and context
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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.
Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils finish the sentence starter 'Wellbeing at school means...' with three examples and use the word wellbeing correctly in each.
- Year 8
- Pupils sort ten word cards about wellbeing into physical, mental and social, then explain one card from each group to a partner.
- Year 9
- Pupils write a paragraph explaining how feeling supported at school helps people work well, using key words such as workload, balance and resilience.
Show the specification wording and the LNF statements
Where it is in the specification: 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).”
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 have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
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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.
Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax
Getting pupils ready
- Year 7
- Pupils write a short journal entry starting 'When I asked for help, it made me feel...' and give one reason.
- Year 8
- Pupils write a paragraph on whether school breaks help learning, giving a reason for and a reason against with connectives such as however.
- Year 9
- Pupils write a short evaluation of a school wellbeing idea, weighing benefits for pupils and staff and ending with a clear judgement.
Show the specification wording and the LNF statements
Where it is in the specification: 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.”
Progression step 3
I can write about my thoughts, feelings and opinions, showing empathy and respect.
I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.
Good to know
- 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).
Links with other qualifications
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.
Source: 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).