Skills for Life: Healthy Lifestyle
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.
- 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): 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.
The digital skills in this qualification
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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: Data and information literacy
Getting pupils ready
- Year 7
- Pupils record how many minutes of activity they do each day for a week in a simple table on a shared class spreadsheet.
- Year 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.
- Year 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.
Show the specification wording and the DCF statements
Where it is in the specification: 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”
Progression step 3
I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
Progression step 4
I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.
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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: Data and information literacy
Getting pupils ready
- Year 7
- Pupils turn a week of recorded activity minutes into a bar chart in a spreadsheet and say which day was most active.
- Year 8
- Pupils use AVERAGE and MAX on two weeks of sleep data to compare school nights with weekends.
- Year 9
- Pupils chart three weeks of step counts against a weekly target, describe the trend and decide whether their goal needs changing.
Show the specification wording and the DCF statements
Where it is in the specification: 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”
Progression step 3
I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.
Progression step 4
I can perform analysis on simple data sets including grouping data as appropriate.
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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: Sourcing, searching and planning digital content, Creating digital content
Getting pupils ready
- Year 7
- Pupils make a one slide poster in presentation software showing one healthy habit, with a heading, an image and two tips.
- Year 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.
- Year 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.
Show the specification wording and the DCF statements
Where it is in the specification: 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”
Progression step 3
I can independently create and plan work before beginning a digital task.
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.
Progression step 4
I can select and effectively use a variety of planning techniques.
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.
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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: Sourcing, searching and planning digital content, Health and well-being
Getting pupils ready
- Year 7
- Pupils look at an advert for an energy drink and point out the words, colours and images designed to catch their attention.
- Year 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.
- Year 9
- Pupils evaluate three online sources about a fitness trend, rank them by reliability, justify the ranking and reference each source.
Show the specification wording and the DCF statements
Where it is in the specification: 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”
Progression step 3
I can begin to reference sources used in my work, and consider if content is reliable.
I can identify marketing elements designed to draw my attention.
Progression step 4
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.
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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.
Getting pupils ready
- Year 7
- Pupils keep a two day log of time spent on screens and on other activities and colour code it in a pie chart.
- Year 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.
- Year 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.
Show the specification wording and the DCF statements
Where it is in the specification: Amplification, learning outcome 1, page 9; Amplification, learning outcome 3, page 10
“limiting screen time and ensuring rest periods”
Progression step 3
I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.
Progression step 4
I can reflect on the role of digital media in my life and habits.
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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: Digital rights, licensing and ownership, Sourcing, searching and planning digital content
Getting pupils ready
- Year 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.
- Year 8
- Pupils keep a source list for a leaflet on hydration, with the website name, page title and date for each source.
- Year 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.
Show the specification wording and the DCF statements
Where it is in the specification: 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.”
Progression step 3
I can understand that copying the work of others and presenting it as my own is plagiarism.
I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.
Progression step 4
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.
Good to know
- 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).
Links with other qualifications
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.
Source: 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).