Skills for Life: Healthy Lifestyle
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Healthy lifestyle is a Skills for Life unit in which learners explore how lifestyle choices affect physical and mental wellbeing, set a personal health or wellbeing goal, plan steps towards it and take part in activities that support it. It is one 20 hour unit that learners combine with other units into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Digital demand is low: no criterion requires a digital tool. Digital work sits in tracking progress with apps or trackers, reviewing that data, producing digital plans and reflections, judging online health information and balancing screen time.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- 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): 4 learning outcomes with assessment criteria at Entry 1, Entry 2 and Entry 3 (what a healthy lifestyle is, simple ways to support it, setting a personal health or wellbeing goal, taking part in activities towards that goal). Evidence is compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
- Level 1 and Level 2: 4 learning outcomes with assessment criteria at Level 1 and Level 2 (key factors in a healthy lifestyle, how lifestyle choices affect physical and mental wellbeing, setting, planning and tracking a personal goal, taking part in and reviewing a range of activities). Evidence is compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Y sgiliau digidol yn y cymhwyster hwn
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Tracking progress with apps, trackers and digital logs
Level 1 learners demonstrate one way to track progress towards their goal and Level 2 learners describe at least two tracking methods and explain why they are useful. The amplification lists pedometers, fitness trackers and apps that log nutrition, sleep or mood; tracking is assessed, but a digital method is optional because paper diaries and charts also count.
DCF: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 7
- Pupils record how many minutes of activity they do each day for a week in a simple table on a shared class spreadsheet.
- Blwyddyn 8
- Pupils set up an online form to log daily water intake and sleep hours for two weeks, then check the responses sheet it creates.
- Blwyddyn 9
- Pupils compare a phone step counter with a paper activity diary over a week and explain which tracking method is more useful for their own goal.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 3, assessment criteria 3.4, page 7; Amplification, learning outcome 3, page 10
“using digital apps to log nutrition, sleep, or mood patterns”
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 creu ffurflen casglu data, casglu data, chwilio data a chreu cronfa ddata a thaenlen gan ddefnyddio dull mewnbynnu data priodol.
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Reviewing wellbeing data to judge progress
Level 2 learners review progress and explain changes needed to achieve their goal, and evaluate how effective their activities were. The overview names using trackers, apps or online tools to monitor, analyse and interpret wellbeing data; the review is assessed, but charting the data digitally is a choice.
DCF: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 7
- Pupils turn a week of recorded activity minutes into a bar chart in a spreadsheet and say which day was most active.
- Blwyddyn 8
- Pupils use AVERAGE and MAX on two weeks of sleep data to compare school nights with weekends.
- Blwyddyn 9
- Pupils chart three weeks of step counts against a weekly target, describe the trend and decide whether their goal needs changing.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 3, assessment criterion L2 3.3, and learning outcome 4, assessment criterion L2 4.3, page 7; Unit overview, page 4
“using trackers, apps, or online tools to monitor, analyse, and interpret wellbeing data”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.
Cam cynnydd 4
Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.
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Producing digital wellbeing plans and reflections
Level 1 learners create a simple plan with steps to achieve a goal and Level 2 learners create a structured plan with clear steps and timescales. The overview mentions producing digital reflections or wellbeing plans, and suggested activities include posters, presentations, guides and tip sheets; the plan is assessed, but making it digitally is optional.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a one slide poster in presentation software showing one healthy habit, with a heading, an image and two tips.
- Blwyddyn 8
- Pupils build a four week plan for a fitness goal in a table in a word processor, with a step and a date for each week.
- Blwyddyn 9
- Pupils make a short digital tip sheet for Year 7 on sleep and screens, choosing layout, images and font size to suit that audience.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 3, assessment criteria 3.2, page 7; Unit overview, page 4; Suggested activities for Level 1 and 2 learners, page 11
“producing digital reflections or wellbeing plans”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
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.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
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.
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Judging the reliability of online health information
The overview says learners are supported to evaluate the reliability of online health information and make informed, responsible choices when using digital wellbeing resources. A Level 1 and Level 2 suggested activity is critically reviewing videos or case studies about lifestyle choices. No criterion assesses this, so it is taught, not assessed.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at an advert for an energy drink and point out the words, colours and images designed to catch their attention.
- Blwyddyn 8
- Pupils compare advice on sleep from the NHS website and a social media post, and list who wrote each one and what evidence it gives.
- Blwyddyn 9
- Pupils evaluate three online sources about a fitness trend, rank them by reliability, justify the ranking and reference each source.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit overview, integral and cross-curricular skills, page 4; Suggested activities for Level 1 and 2 learners, page 11
“evaluating the reliability of online health information and making informed, responsible choices when using digital wellbeing resources”
Cam cynnydd 3
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.
Cam cynnydd 4
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Rwy'n gallu gwneud dewisiadau deallus wrth wneud dewisiadau ar-lein, gan gynnwys prynu pethau ar apiau a chlicio ar hysbysebion.
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Balancing screen time with other activities
The amplification lists limiting screen time and ensuring rest periods as a healthy choice and cutting down screen time as a possible goal. A learner can choose this as their personal goal at any level, but the unit does not require it, so it is taught, not assessed.
DCF: Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils keep a two day log of time spent on screens and on other activities and colour code it in a pie chart.
- Blwyddyn 8
- Pupils discuss why games and apps can make it hard to stop, then each choose one screen free routine for the hour before bed.
- Blwyddyn 9
- Pupils use the screen time report on a device to review a week, reflect on how it affects their sleep and mood, and set a realistic reduction goal.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Amplification, learning outcome 1, page 9; Amplification, learning outcome 3, page 10
“limiting screen time and ensuring rest periods”
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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Acknowledging sources and AI tools
The shared specification treats unacknowledged use of AI tools as malpractice and says learners cannot be credited for work that is not their own. This applies to research on lifestyle factors, plans and reflections at every level; it is a malpractice rule, not an assessment criterion.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils add the website name under each fact on a healthy habits poster and discuss why copying someone else's work as your own is plagiarism.
- Blwyddyn 8
- Pupils keep a source list for a leaflet on hydration, with the website name, page title and date for each source.
- Blwyddyn 9
- Pupils write a short note at the end of a wellbeing plan saying which sources and any AI tool they used and what they used each one for.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Skills for Life and Work specification, section 4.6 malpractice including the misuse of AI tools, page 21
“Failing to acknowledge use of AI tools when they have been used as a source of information.”
Cam cynnydd 3
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.
Cam cynnydd 4
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.
Da gwybod
- The unit codes printed in the pack are "S613E1" for Entry 1 and S614E2, S614E3, S614L1 and S614L2 for the other levels, so check the Entry 1 code with WJEC before registering. The unit carries "20" guided learning hours (Unit overview, page 3).
- No specific resources are needed: "Assessment of this unit should not require any specific resources" (page 14). Delivery uses "standard classroom environments" with practical spaces when demonstrations are required (page 13).
- No assessment criterion requires a digital tool. Apps, trackers and digital plans appear in the overview, amplification and evidence lists, and Appendix A of the specification marks Digital competence for this unit (page 28).
- Evidence can be digital: "progress tracking records (charts, apps, trackers, screenshots or online logs)", "photographs or videos of learners participating in healthy lifestyle activities" and "audio or video recordings of discussions or presentations" (Sources of evidence, page 12). The portfolio "is not limited to paper-based materials" (specification, section 4.1, page 18) and evidence sampled by WJEC "must be provided digitally by the centre" (specification, page 23).
- The pack warns that "The UK Government has announced plans to restrict social media use by children under 16" (page 2), which may affect apps or online tools chosen for tracking.
- AI tools may be used only when acknowledged: the specification lists "Incomplete or poor acknowledgement of AI tools" as AI misuse, and learners "cannot be credited for any work they produce for assessment which is not their own" (section 4.6, page 21).
- Suggested assessment tasks "are not mandatory"; teachers may use, adapt or replace them (specification, section 4.1, page 18).
Cysylltiadau â chymwysterau eraill
The pack names GCSE Physical Education and Health, GCSE Food and Nutrition, VCSE Sport and Leisure, and the Foundation qualifications in Sport and Leisure and in Health and Social Care and Childcare as linked WJEC qualifications. Goal setting, tracking activity and fitness data and evaluating training link most closely with GCSE Physical Education and Health and VCSE Sport and Leisure, while healthy eating links with GCSE Food and Nutrition. Related Skills Suite units named in the pack are Exercise for all, Mental health and wellbeing, Food planning and preparation, Community participation, Music, dance and drama, Skills in the natural environment, Arts and crafts, Practical gardening and Values for life.
Ffynhonnell: WJEC Healthy lifestyle 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).