Skills for Life: Exercise For All
Exercise for all is a 20 hour Skills for Life unit in which learners take part in a range of indoor and outdoor physical activities safely, work with others, learn the physical and mental benefits of exercise, and set and review fitness goals. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Digital demand is low and the specification does not map the unit to digital competence. Digital work is optional: tracking progress with fitness apps, spreadsheets or wearables, making digital presentations about benefits, and thinking about social media influences on fitness.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Low
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (benefits of physical activity, taking part safely, working with others, simple fitness goals), with two to four assessment criteria each 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.
- Level 1 and Level 2: Four learning outcomes (benefits of physical activity, taking part in a range of activities, working cooperatively with others, setting and working towards fitness goals), with three or four assessment criteria each 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 that use Creating digital content
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Creating digital presentations on the benefits of exercise
Level 1 and Level 2 learners describe and explain the physical, mental and emotional benefits of regular activity, which the criteria require. Making web diagrams, posters or digital presentations to show these links is a suggested activity, and group posters, leaflets or presentations are a listed source of evidence, so the digital format is optional.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils make a one slide digital poster showing three activities they enjoy with a picture and one benefit for the body or mind next to each.
- Year 8
- Pupils build a mind map in a presentation app linking yoga, football and swimming to physical and mental benefits, using colour to tell the two kinds apart.
- Year 9
- Pupils create a short presentation for Year 7 on why regular exercise helps sleep, mood and fitness, choosing images and layout to suit the younger audience.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 to 1.3, page 7; suggested activities, page 14; sources of evidence, page 15
“creating web diagrams, posters or digital presentations linking types of activity to mental and physical benefits”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can ensure my output is appropriate for specific purposes.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
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Using photo and video to review performance and record evidence
Possible evidence includes annotated photographs or video clips of learners taking part, and recordings of learners explaining a warm-up, activity or cool-down. This is a way of collecting evidence for learning outcomes 2 to 4, not a skill the criteria assess, and teachers may record the evidence themselves.
DCF: Creating digital content, Evaluating and improving digital content, Storing and sharing
Getting pupils ready
- Year 7
- Pupils film a partner doing a stretch on a tablet, watch it back together and say one thing that was done correctly.
- Year 8
- Pupils record a 30 second clip explaining one part of a warm-up, then add a title and save it to a named class folder.
- Year 9
- Pupils film themselves leading a short warm-up, add two text labels pointing out safety points, and use peer comments to re-record an improved version.
Show the specification wording and the DCF statements
Where it is in the specification: Sources of evidence, page 15
“annotated photographs or video clips of learners taking part in physical activities”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
Progression step 4
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.
Good to know
- The unit codes are "S610E1" to "S610L2" (Unit overview, page 3), one code per level from Entry 1 to Level 2, and the unit is 20 guided learning hours.
- Centres need sports kit and space: "Centres may need access to basic sports equipment, accessible indoor/outdoor activity space, and optional adapted equipment for inclusion" (Resources required for delivery, page 15). Assessment needs nothing beyond this (page 17).
- Much of the evidence is practical, so photos and video matter. Possible evidence includes "annotated photographs or video clips of learners taking part in physical activities" and "teacher observation sheets or checklists" (Sources of evidence, page 15), and the specification says a portfolio "is not limited to paper-based materials" (section 4.1, page 18).
- Evidence sent to WJEC for sampling "must be provided digitally by the centre" (section 5.2, page 23).
- AI can be used only if acknowledged. When properly referenced it "can be acceptable", but learners "cannot be credited for any work they produce for assessment which is not their own", and failing to acknowledge AI tools is malpractice (section 4.6, page 21).
- Suggested assessment tasks "are not mandatory"; teachers may use them, adapt them or write their own (section 4.1, page 18).
Links with other qualifications
The pack names GCSE Physical Education and the VCSE in Sport and Leisure as related WJEC qualifications; both go further with fitness testing, SMART targets and training programmes, and GCSE Physical Education and Health covers heart rate and training zones. Foundation Sport and Leisure is a close step down from the VCSE. VCSE Public Services also includes a health and fitness training programme. Related Skills Suite units named in the pack are Healthy lifestyle, Mental health and wellbeing, Teamwork, Personal safety, Healthy relationships, Personal development planning and Building a growth mindset.
Source: WJEC Exercise for all 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).