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.
Skills that use Creating digital content
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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).