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 Understanding, response and analysis
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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.
Literacy: Understanding, response and analysis, Reading strategies
Getting pupils ready
- Year 7
- Pupils read a short story about a pupil who is stressed before a test and underline the words that show how they feel.
- Year 8
- Pupils read a case study about a Saturday worker with too many shifts and list the problems and how each one affects them.
- Year 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.
Show the specification wording and the LNF statements
Where it is in the specification: 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.”
Progression step 3
I can read to identify different people’s viewpoints on various subjects and develop empathy.
I can show understanding of and use the main ideas and significant details in different texts on the same topic.
Progression step 4
I can read to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.
I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.
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).