Skills for Life: Healthy Relationships
Healthy relationships is a 20 hour Skills for Life unit, offered from Entry 1 to Level 2, about what makes relationships healthy or unhealthy, respecting difference and inclusion, building and maintaining positive relationships, and what to do if a relationship feels unsafe. 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. The digital work is about online relationships: recognising online harm such as cyberbullying, blackmail and image sharing, spotting harmful behaviour in media examples at Level 2, and knowing how to report it and get help. Posters and campaign materials can be made digitally but nothing requires it.
- 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, with separate assessment criteria 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, with separate assessment criteria 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.
The digital skills in this qualification
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Recognising harmful behaviour in online relationships
Learners learn that relationships include online connections through social media or gaming, and at Level 1 and Level 2 the harmful behaviours they must recognise include online harm such as cyberbullying, blackmail and image sharing. Level 1 learners describe signs that a relationship may be unhealthy or unsafe and Level 2 learners recognise harmful behaviours, so this is required by the assessment criteria, although learners can use offline examples too.
DCF: Online behaviour and online bullying, Health and well-being
Getting pupils ready
- Year 7
- Pupils sort printed screenshots of group chat messages into kind, unkind and bullying, and say what they would do if each one was sent to them.
- Year 8
- Pupils read a short online scenario where a friend shares a photo without asking, and write down the harm it could cause and two safe responses.
- Year 9
- Pupils compare a healthy and a controlling online relationship in two written case studies, listing signs such as constant monitoring, pressure to share images and blackmail, and the possible legal consequences.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level and Level 1 and Level 2, learning outcome 1 amplification, page 9; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1, page 8; learning outcome 4 amplification, page 12
“online harm (cyberbullying, blackmail, image sharing)”
Progression step 3
I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.
I can understand the risks and legal consequences of sending intimate images and content/sexting.
I can recognise language that could be deemed to be offensive (including racist, sexist, homophobic and transphobic language) in online activities.
Progression step 4
I can act appropriately online, keeping myself safe and behaving in a responsible manner.
I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.
I can demonstrate healthy online behaviours and identify unacceptable behaviour.
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Using media examples to identify harmful behaviour and stereotypes
At Level 2 learners recognise harmful behaviours in relationships and give examples from scenarios or media, including what someone could do to assert themselves. The unit also asks learners to build confidence to challenge stereotypes, so media examples such as clips, soap storylines or posts are a natural source. Using media is one option the criterion names, so the digital part is not compulsory.
DCF: Identity, image and reputation, Health and well-being
Getting pupils ready
- Year 7
- Pupils watch a short clip from a children's television drama and note one kind and one unkind thing a character does to a friend.
- Year 8
- Pupils look at three advert stills showing couples or friends and discuss what stereotypes about boys and girls each one shows.
- Year 9
- Pupils pick a soap or social media storyline about a relationship, identify controlling or harmful behaviours in it, and suggest what the character could do to assert themselves.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 4, assessment criterion 4.1 (Level 2), page 8; Unit overview, cross-cutting themes, page 4
“Recognise harmful behaviours in relationships”
Progression step 3
I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.
I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.
Progression step 4
I can identify stereotypes and their impact in a range of media.
I can reflect on the role of digital media in my life and habits.
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Reporting harm and getting help, including online
Learners at every level learn who to turn to and how to ask for help when a relationship feels unsafe, including child-friendly services such as Childline. At Level 2 learners reflect on safe actions to take, including who to contact and how, which for online harm includes using report tools on platforms. This is required by the assessment criteria, but the online reporting part is taught content rather than a separate criterion.
DCF: Online behaviour and online bullying, Health and well-being
Getting pupils ready
- Year 7
- Pupils make a list of trusted adults in school and at home, and find the Childline phone number and website to add to it.
- Year 8
- Pupils explore the block and report buttons on a mock social media page and practise explaining to a partner when to use each one.
- Year 9
- Pupils write a short guide for a younger pupil on what to do if someone is bullying them online, naming who to contact, how to save evidence and how to report the account.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 4, assessment criteria 4.2 and 4.3, page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.3, page 8; learning outcome 4 amplification, page 12
“including who to contact and how, and discuss why assertiveness and boundary setting are important”
Progression step 3
I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.
Progression step 4
I can identify ways of reporting unacceptable online behaviour.
I can act appropriately online, keeping myself safe and behaving in a responsible manner.
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Creating digital campaign materials about respect and inclusion
Suggested activities at Level 1 and Level 2 include designing a campaign poster promoting inclusion and diversity, and the unit overview says learners build digital competence by exploring scenarios using digital tools. Learners could make posters, slides or short presentations digitally. This is only suggested; no assessment criterion requires digital work.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils make a one slide poster in PowerPoint called What makes a good friend, using three images and a short slogan.
- Year 8
- Pupils design a Canva poster about including someone who feels left out, choosing fonts and colours that suit a Year 7 audience.
- Year 9
- Pupils create a short digital campaign of two posters and one slide about respecting differences, ask a partner for feedback and make two improvements.
Show the specification wording and the DCF statements
Where it is in the specification: Suggested activities, page 14; Unit overview, integral and cross-curricular skills, page 3
“designing a campaign poster promoting inclusion and diversity in school or the wider community”
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 use software tools to enhance the outcomes for specific audiences.
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 suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
Good to know
- The unit has five codes, one for each level, from "S615E1" to "S615L2" (Unit overview, page 3). Only the highest level achieved counts, because "only the highest level of the unit achieved will count towards the GLH" (Skills for Life and Work specification, section 2.2, page 10).
- No special equipment is needed: "Assessment of this unit should not require any specific resources." (Resources required for assessment, page 16), and it is "designed to be delivered using standard classroom environments" (page 15).
- Evidence does not have to be written. The pack says "evidence may be verbal, written, practical, or visual, extended written work is not required unless appropriate" and lists "digital portfolios and evidence produced using total communication approaches" such as AAC and Makaton (Sources of evidence, page 14). The portfolio "is not limited to paper-based materials" (specification, section 4.1, page 18).
- Role-play and discussion are assessed through observation, so keep "tutor observation records from discussions, group work, and role-play activities" (Sources of evidence, page 14). Video or audio recordings are also accepted evidence (specification, section 4.1, page 18).
- The suggested activities and tasks are optional. The specification says suggested assessment tasks "are not mandatory" and teachers "may choose to use these suggestions, adapt them, or develop their own alternatives" (section 4.1, page 18).
- AI tools are only acceptable "When properly referenced", and learners "cannot be credited for any work they produce for assessment which is not their own". Misuse includes "Failing to acknowledge use of AI tools when they have been used as a source of information" (specification, section 4.6, page 21).
- The pack carries a warning that "The UK Government has announced plans to restrict social media use by children under 16", so the online relationships content may change (page 2).
- Where a criterion uses a plural without a number, "a plural reference within assessment criterion refers to a minimum of two" (pages 6 and 8).
Links with other qualifications
The pack names links with "GCSE Health and Social Care, and Childcare", where learners also study relationships, wellbeing and inclusion. Within the Skills Suite it suggests delivering this unit alongside Looking after others, Teamwork, Mental health and wellbeing, Personal safety, Online safety, Equality, diversity and inclusion, Understanding self and others, Fairness and inclusion in the workplace and Wellbeing and work. Online safety is the closest digital partner, since both cover cyberbullying, image sharing and reporting harm online, and Equality, diversity and inclusion shares the inclusion and challenging unfairness content of learning outcome 2.
Source: WJEC Healthy relationships 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).