Skills for Life: Healthy Relationships
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Open Awards.
Healthy Relationships is an Open Awards Skills for Life unit in which learners explore what makes relationships positive, how to communicate feelings, set boundaries and handle disagreement, and how relationships support wellbeing and the community, ending at Level 2 with researching and presenting a support service. Each level is 20 GLH and is assessed through provider-set tasks collected in a portfolio. Digital demand is low: no criterion requires digital work, and the digital links are online boundaries such as not sharing passwords, comparing online and face-to-face relationships, and optional online research.
- 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 (CBM091), 2 credits, 20 GLH: Three learning outcomes: state positive things people do for each other and one way to be kind and friendly, list own relationships and identify positive ones, recognise own feelings, state how to tell someone else and one calm thing to do when upset. Suggested tasks are matching, picture selection, supported role play and simple verbal responses, set and marked by the provider.
- Entry Level 2 (CBM092), 2 credits, 20 GLH: List what makes a positive relationship, state qualities that build trust, give an example of a positive relationship, identify types of relationship, state a difference between home and school relationships, recognise why boundaries matter, give examples of people working together, state how this feels and how to respond calmly to a disagreement. Tasks include listing, scenario and role play tasks.
- Entry Level 3 (CBM093), 2 credits, 20 GLH: Explain features of positive relationships, describe ways of showing respect and give examples of trust, give examples of relationships in different settings and explain how home and school relationships differ, describe ways to communicate, explain how to express feelings respectfully and how own feelings affect others, and recognise how others' actions affect own feelings. Tasks include written or verbal, comparison, role play and reflection tasks.
- Level 1 (CBM094), 2 credits, 20 GLH: Four learning outcomes: describe a positive relationship and qualities that build trust, analyse own relationships, describe, evaluate and compare types of relationship, describe boundaries, demonstrate communicating feelings and responding respectfully to disagreement, give examples of effective communication, describe the benefits of positive relationships for wellbeing and the community, and identify local support services. Tasks include structured writing, role play, evaluation and a research task.
- Level 2 (CBM095), 2 credits, 20 GLH: Describe features of positive relationships, evaluate and reflect on own relationships, explain how environment affects relationships, evaluate the importance of different relationships and analyse how they differ across settings, evaluate boundaries and effective communication, evaluate the benefits of positive relationships for wellbeing and the community, research one support service and present the findings. Tasks include analytical, case study, research, presentation and reflective tasks.
Y sgiliau digidol yn y cymhwyster hwn
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Setting and keeping boundaries online
Learners describe boundaries in relationships at Level 1 and evaluate why boundaries matter at Level 2. Open Awards gives online examples, such as not sharing online passwords and online privacy, and the Digital cross-cutting theme says boundaries include safe online behaviours. The boundaries criteria are assessed, but the online examples are not required, so the digital part is taught, not assessed.
DCF: Ymddygiad ar-lein a bwlio ar-lein, Hunaniaeth, delwedd ac enw da, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort cards into things they would and would not share with a friend online, such as a password, a photo or their address, and explain one choice.
- Blwyddyn 8
- Pupils write a short guide to saying no online, with three polite phrases to use when a friend asks for their password or a private photo.
- Blwyddyn 9
- Pupils review the privacy settings on a sample social media profile and write which settings protect personal boundaries and why.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 AC 3.1, Indicative Content, page 20; Level 2 AC 3.1, page 24; Relevant Cross-Cutting Themes, pages 22 and 26
“not sharing online passwords”
Cam cynnydd 3
Rwy'n gallu arddangos ymddygiad priodol ar-lein a defnyddio ystod o strategaethau i ddiogelu fy hun ac eraill rhag peryglon posibl, bwlio ac ymddygiad amhriodol ar-lein, e.e. diffodd sylwadau ar gyfryngau digidol, rhoi gwybod am ddefnyddwyr a’u blocio.
Rwy'n gallu nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.
Cam cynnydd 4
Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.
Rwy'n gallu arfer ymddygiadau ar-lein iach ac adnabod ymddygiad annerbyniol.
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Comparing online and face-to-face relationships
At Level 2 learners analyse how relationships differ across settings, and Open Awards suggests online and face-to-face as one pair, considering how expectations, boundaries and behaviours change. The Level 2 Digital theme also says learners may analyse how relationships differ online. The comparison across settings is assessed, but choosing online as a setting is optional, so this is taught, not assessed.
DCF: Cyfathrebu, Hunaniaeth, delwedd ac enw da, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils list how they talk to a friend in person and in a group chat, and spot one thing that is easier to misunderstand online.
- Blwyddyn 8
- Pupils compare a message sent by text with the same message said face-to-face and explain how tone and emojis change the meaning.
- Blwyddyn 9
- Pupils write a short comparison of an online friendship and a face-to-face one, covering trust, boundaries and how each can go wrong.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 2 AC 2.3, Indicative Content, page 24; Relevant Cross-Cutting Themes, page 26
“or online and face-to-face”
Cam cynnydd 3
Rwy'n gallu dangos dealltwriaeth o fanteision ac anfanteision gwahanol ffurfiau ar gyfathrebu ar-lein a phryd y mae'n briodol eu defnyddio, e.e. esbonio pryd y gallai cynadledda fideo fod yn fwy priodol nag e-bost, ac fel arall; esbonio manteision ac anfanteision defnyddio negeseuon sydyn mewn cyd-destunau cymdeithasol; siarad am ddiben a chynulleidfa.
Rwy'n gallu meddwl yn feirniadol am wybodaeth a gaiff ei rhoi ar-lein, e.e. effaith rhannu delweddau a fideos, metadata o ddelweddau a fideos.
Cam cynnydd 4
Rwy'n gallu trafod manteision a risgiau cyflwyno fy hun mewn gwahanol ffyrdd ar-lein.
Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
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Researching and presenting a support service
Learners identify support services in their area at Level 1, and at Level 2 research one support service, such as a youth club, counselling service or school pastoral team, and present their findings in a discussion, presentation, or oral or written format. The research and presentation are assessed, but online research and a digital presentation are not required, so the digital part is taught, not assessed.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search a list of approved websites to find one service young people can contact for help with friendships and note its name and how to contact it.
- Blwyddyn 8
- Pupils change their search words to find a local youth service, check that the website is official, and record the address of the page they used.
- Blwyddyn 9
- Pupils research a support service online and make a short slide presentation on who it helps, how to contact it and why it is reliable.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 AC 4.3, page 21; Level 2 AC 4.3 and AC 4.4, Indicative Content, page 25; Physical Resources, page 6
“and present their findings (either in group discussion, presentation, oral/written format)”
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 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
- Every level is 2 credits and 20 GLH, with unit codes CBM091 (Entry 1) to CBM095 (Level 2) (Unit Content, pages 10, 13, 16, 19 and 23), matching the Level 1 Qualification Guide (Qualification Units, page 17).
- Only one level counts towards a qualification: "with the exception of British Sign Language (BSL), units with the same title at different levels are barred for completion within the same qualification" (Qualification Guide, Qualification Units, page 16).
- Assessment is set by the school and every criterion must be met: the suite is "assessed through assessment tasks and activities designed by the provider" and "No partial award can be made if any assessment criteria is not met" (Assessment Approach, page 7).
- Evidence goes in a portfolio that "can be presented digitally (e.g., through an e-portfolio system) or as paper-based", and "Wherever possible, e-portfolios are encouraged" (Assessment Approach, page 7). Tasks need pre-course verification and are checked by internal and then Open Awards external quality assurance.
- Neither the unit specification nor the Level 1 Qualification Guide says anything about AI tools, so the school's own malpractice and authentication rules apply.
- Delivery staff must "be able to facilitate discussion of sensitive topics (e.g., relationships, feelings, conflict) in a safe and supportive manner" and understand safeguarding requirements (Staffing Resources, page 5).
- Resources include "access to a computer or laptop for digital resources" and role play materials such as prompt cards and feeling cards (Physical Resources, page 6). No criterion requires a device.
- The Digital cross-cutting theme says "Boundaries include safe online behaviours" at Level 1 (page 22), and at Level 2 "Boundaries explicitly include digital safety (e.g., not sharing passwords, online privacy)" (page 26). These are themes and examples, not separate criteria.
- The Entry Level 3 indicative content labels two criteria "AC 2.1" (page 17), and the second one is the criterion on home and school relationships, AC 2.2.
Cysylltiadau â chymwysterau eraill
The Pearson Healthy relationships unit is 10 GLH and adds consent explicitly at Level 1 and Level 2, while the Open Awards unit is 20 GLH at every level and adds the wellbeing and community benefits of relationships and a researched support service. Both have low digital demand. The unit supports the Health and Well-being Area, which Open Awards maps it to, and the Relationships and Sexuality Education code, and the online boundaries and privacy work links to the Digital Competence Framework strand on online behaviour and to Open Awards units such as Equality, Diversity and Inclusion and any online safety unit a school offers.
Ffynhonnell: Open Awards Skills for Life Unit Specification, Healthy Relationships, Entry Level 1 to Level 2.