Skills for Life: Healthy Lifestyle
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Open Awards.
Healthy Lifestyle is an Open Awards Skills for Life unit about diet, activity, emotions and wellbeing, from listing healthy foods and naming feelings at Entry 1 to evaluating the links between diet, body and mind, planning a nutritious meal and leading or joining an activity for others' wellbeing at Level 2. Each of the 5 levels is a separate 20 hour unit, assessed through provider designed tasks with evidence in a portfolio, and only 1 level counts towards a qualification. Digital demand is low: no assessment criterion asks for technology, although the delivery requirements list digital devices for research and recording progress, simple fitness tracking and digital tools for reflection, and e-portfolios are encouraged.
- Corff dyfarnu
- Open Awards
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level 1 (CBM086) and Entry Level 2 (CBM087): Entry 1 has 3 learning outcomes and 8 criteria: list at least 3 healthy foods, state why a healthy lifestyle is important and list contributing factors, identify a physical and an emotional response and a reason for one, and state 1 activity that helps the body and 1 that helps the mind; learners can point to pictures. Entry 2 has 8 criteria: list emotions, identify their causes and ways to change them, list how own feelings can be communicated and identify simple strategies to express emotions safely, state activities that promote own physical and mental wellbeing, and state a way to improve own healthy lifestyle. Provider designed tasks with portfolio evidence; every criterion must be met for a pass. 20 guided learning hours at each level.
- Entry Level 3 (CBM088): 3 learning outcomes and 8 criteria: explain what a healthy lifestyle is, list its factors and describe how everyday choices contribute, describe own ways of supporting physical and mental wellbeing and identify changes that could improve them, then participate in an activity that supports physical or mental wellbeing, explain its benefits and describe how it influenced own emotions. Includes assessor observation of participation. 20 guided learning hours.
- Level 1 (CBM089): 4 learning outcomes and 11 criteria: describe own ways of living a healthy lifestyle, how it could be improved and how everyday choices contribute, describe own everyday habits and give examples of how lifestyle choices affect wellbeing, identify goals relevant to own wellbeing and the steps to reach them, participate in an activity that supports wellbeing and one that supports mental wellbeing, discuss the benefits and create an action plan to improve wellbeing. 20 guided learning hours.
- Level 2 (CBM090): 3 learning outcomes and 12 criteria: evaluate how physical changes link to emotional responses, analyse how contexts influence wellbeing and explain effects on behaviour, describe how types of diet affect physical health, analyse diet and mental wellbeing, evaluate short and long-term impacts of diet, reflect on own diet and plan a nutritious meal, evaluate more than 2 strategies to support wellbeing, apply strategies to own wellbeing, participate in an activity that promotes the wellbeing of others and reflect on it. 20 guided learning hours.
Y sgiliau digidol yn y cymhwyster hwn
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Researching health and nutrition information online
Centres should give access to digital devices for research where appropriate. Level 2 learners describe how types of diet affect physical health, analyse diet and mental wellbeing and evaluate short and long-term impacts, which needs reliable information about nutrition and health. The spec does not require online research, so this is taught, not assessed.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search for how much water a teenager should drink each day and compare the answers from 2 websites.
- Blwyddyn 8
- Pupils research the benefits of a fruit and vegetable rich diet, refining keywords and bookmarking the 3 most useful pages.
- Blwyddyn 9
- Pupils research links between diet and mood from at least 3 sources, judge which are most reliable and reference them in a short summary.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Physical Resources, Equipment, page 6; Unit Content, LO2, Level 2, page 23
“access to digital devices where appropriate for research and recording progress”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Tracking activity and wellbeing with simple digital tools
The equipment list includes timers and simple fitness tracking where appropriate, and reflection can use journals, worksheets or digital tools. These support Level 1 goal setting and action planning and Level 2 reflection on own diet and strategies. No criterion asks for tracking, so this is taught, not assessed.
DCF: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a stopwatch app to time a short fitness circuit and record their times in a table.
- Blwyddyn 8
- Pupils log their daily steps or minutes of activity for a week in a spreadsheet and make a bar chart.
- Blwyddyn 9
- Pupils track 2 weeks of sleep and activity data in a spreadsheet, group it by weekday and weekend, and describe what the pattern shows.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Physical Resources, Equipment and Practical Resources, page 6; Unit Content, LO3 and LO4, Level 1, pages 19 to 21
“tracking tools (e.g., timers, simple fitness tracking where appropriate)”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Cam cynnydd 4
Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.
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Balancing screen time as part of a healthy lifestyle
Entry 2 learners state a way to improve their own healthy lifestyle, and the example given is going to bed earlier or spending less time watching TV before bed. Level 1 learners describe own everyday habits and how choices affect wellbeing. Screen habits are an example, not a requirement, so this is taught, not assessed.
DCF: Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils keep a 3 day diary of screen time and discuss how it fits with sleep, activity and time with friends.
- Blwyddyn 8
- Pupils compare their evening screen time with how rested they feel the next morning and set 1 screen free target.
- Blwyddyn 9
- Pupils reflect on how social media and games shape their daily habits and write a short personal plan to balance screen use with activity and sleep.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit Content, LO3 AC 3.3, Entry 2, page 14; LO2, Level 1, page 20
“I could go to bed earlier, I could spend less time watching tv before bed”
Cam cynnydd 3
Rwy'n gallu deall pwysigrwydd cael cydbwysedd rhwng amser yn chwarae gemau neu amser sgrin a rhannau eraill o’m bywyd, e.e. ystyried y rhesymau posibl pam rwy'n cael fy nhemtio i dreulio mwy o amser yn chwarae gemau neu'n ei chael hi'n anodd stopio chwarae a’r effaith a gaiff hyn ar fy lles.
Cam cynnydd 4
Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
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Producing plans and reflections in an e-portfolio
Evidence is collated in a portfolio and e-portfolios are encouraged wherever possible. Level 1 learners create an action plan to improve wellbeing and Level 2 learners plan a nutritious meal and reflect on their own diet, all of which can be produced and stored digitally. Digital presentation is encouraged, not required, so this is taught, not assessed.
DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a 1 slide poster of 5 healthy foods with pictures and save it in a named folder.
- Blwyddyn 8
- Pupils create a weekly activity plan in a digital template with a table and images, and upload it to the class area.
- Blwyddyn 9
- Pupils build a short wellbeing action plan as a digital document with headings, a table of steps and a reflection section, and keep it in an organised e-portfolio.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Assessment Approach, page 7; Unit Content, LO4 AC 4.4, Level 1, page 21; LO2 AC 2.5, Level 2, page 23
“Wherever possible, e-portfolios are encouraged”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Da gwybod
- Each level is a separate unit, CBM086 to CBM090, with "Credit Value: Two (2)" and "Guided Learning Hours: 20" (Unit Content, pages 10, 13, 16, 19 and 22), matching the Level 1 Qualification Guide (page 18).
- Only 1 level counts: "units with the same title at different levels are barred for completion within the same qualification", BSL being the only exception (Level 1 Qualification Guide, page 17).
- Tasks are designed by the provider, who must check before assessment that tasks "cover all assessment criteria and are appropriate to the level", and "All assessment criteria must be met in full for the learner to be awarded a 'pass'" (Assessment Approach, page 7).
- Evidence goes in a portfolio, paper or digital, and "Wherever possible, e-portfolios are encouraged" (Assessment Approach, page 7). Entry 3 to Level 2 include "Assessor observation of participation and contribution" (pages 8 and 9).
- Technology is optional: the equipment list includes "access to digital devices where appropriate for research and recording progress" and "simple fitness tracking where appropriate" (Physical Resources, page 6).
- Practical space is needed: "access to safe and appropriate spaces for physical activity where required" (Practical Resources, page 6). Staff must "be able to facilitate discussions on potentially sensitive topics in a safe and supportive environment" (Staffing Resources, page 5).
- Neither the unit specification nor the Level 1 Qualification Guide says anything about learners using AI tools.
- The Principles of Progression look misaligned: Entry 2 quotes "Progression step 3" and Entry 3 quotes "Progression step 4" (pages 13 and 16), and the Level 2 statement contains the typo "an adjust my diet" (page 22).
Cysylltiadau â chymwysterau eraill
Healthy Lifestyle links with GCSE Physical Education and GCSE Food and Nutrition, which go further into diet, nutrients and the effects of exercise, and with GCSE Health and Social Care, and Childcare for wellbeing and lifestyle factors. The Level 2 meal planning and diet analysis connect with the WJEC VCSE Hospitality and Catering, and the work on emotions and responses links with the Health and Well-being Area of Learning and Experience, which the unit names. The Pearson Healthy lifestyle unit uses questionnaires, health data and a written lifestyle plan; the Open Awards unit builds instead on taking part in activities and, at Level 2, on analysing diet and planning a nutritious meal. Within the Open Awards Skills for Life group, Food Planning and Preparation and Mental Health and Wellbeing cover nearby ground.
Ffynhonnell: Open Awards Skills for Life Unit Specification, Healthy Lifestyle, Entry Level 1 to Level 2.