Skills for Life: Online Safety
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Online Safety is a Skills for Life unit in which learners find out what online safety means, recognise risks such as scams, phishing, fake profiles and cyberbullying, protect personal information with passwords and privacy settings, and learn how and where to report unsafe activity. It is one 20 hour unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Digital demand is high because almost every assessment criterion is digital citizenship: learners show safe practices, use privacy settings and recognise suspicious activity, often evidenced with annotated screenshots or screen recordings.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Uchel
- 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): Four learning outcomes covering what online safety means, online risks and unsafe behaviour, staying safe online, and getting help and reporting. 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 covering online safety in different contexts including the Children's Code, recognising online risks, demonstrating safe online practices and explaining why they matter, and getting help and reporting. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Sgiliau sy'n defnyddio Hunaniaeth, delwedd ac enw da
-
Recognising online risks, scams and suspicious activity
Learners identify types of online risk such as unwanted messages, fake profiles, suspicious links and pop ups, and at Level 1 and Level 2 phishing, malware, hacking, identity theft and online fraud. Entry learners point out or give examples of risks, Level 1 learners show how suspicious activity can be recognised, and Level 2 learners explain why risks are harmful and demonstrate how to recognise them. This is required by the assessment criteria.
DCF: Hunaniaeth, delwedd ac enw da, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort a set of printed example emails, texts and pop up adverts into safe and suspicious piles and circle the clue in each suspicious one, such as a misspelt web address.
- Blwyddyn 8
- Pupils examine a mock phishing email on screen, hover over links to read the real address, and list five warning signs in a shared document.
- Blwyddyn 9
- Pupils compare a fake shopping website with the real one, check the address bar, padlock and contact details, and write a short guide explaining how to spot fake sites and why they are harmful.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level, learning outcome 2, assessment criteria 2.1 to 2.3, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 to 2.4, page 7; amplification, pages 10 to 11
“viruses, malware, or phishing scams that steal data or damage devices”
Cam cynnydd 3
Rwy'n gallu deall sut i ddiogelu fy hunan rhag cael fy hunaniaeth wedi'i ddwyn ar-lein, e.e. adnabod gwefannau diogel, gwe-rwydo, gwefannau sgamio.
Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.
Cam cynnydd 4
Rwy'n gallu defnyddio strategaethau ar gyfer gwarchod fy hun rhag cael fy hunaniaeth wedi'i ddwyn ar-lein a rhag sgamiau sy'n ceisio cael mynediad at fy ngwybodaeth bersonol ar-lein.
Rwy'n gallu gwneud dewisiadau deallus wrth wneud dewisiadau ar-lein, gan gynnwys prynu pethau ar apiau a chlicio ar hysbysebion.
-
Protecting personal information with passwords and privacy settings
Learners carry out actions to protect personal information and devices: strong passwords, logging off, blocking users, app permissions and privacy settings that control who sees their information. Entry 2 learners follow instructions to use privacy settings, Entry 3 and Level 1 learners use them independently, and Level 2 learners explain why each practice protects safety and privacy. This is required by the assessment criteria.
DCF: Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils test example passwords in a password strength checker on Hwb and write three rules for making a strong password they can remember.
- Blwyddyn 8
- Pupils open the settings of a school account or a practice profile, set it to private, turn off location sharing, and take annotated screenshots of each change.
- Blwyddyn 9
- Pupils review the app permissions on a tablet, decide which ones each app really needs, change them, and explain in a short screen recording why each change protects their privacy.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level, learning outcome 3, assessment criteria 3.2 and 3.3, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.2, page 7; amplification, page 11
“using privacy settings and strong passwords to protect accounts”
Cam cynnydd 3
Rwy'n gallu nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.
Rwy'n gallu nodi manteision a risgiau dyfeisiau symudol sy'n cyhoeddi lleoliad y defnyddiwr/dyfais.
Cam cynnydd 4
Rwy'n gallu defnyddio strategaethau ar gyfer gwarchod fy hun rhag cael fy hunaniaeth wedi'i ddwyn ar-lein a rhag sgamiau sy'n ceisio cael mynediad at fy ngwybodaeth bersonol ar-lein.
Rwy’n gallu deall bod ffotograffau, lleoliadau a thagiau yn gallu cael eu tracio ar-lein ac yn gallu gwneud dewisiadau deallus yn unol â hynny.
Cam cynnydd 5
Rwy'n gallu roi strategaethau priodol ar waith i ddiogelu fy hawliau, fy hunaniaeth, fy mhreifatrwydd a’m diogelwch emosiynol fy hun ac eraill mewn cymunedau ar-lein.
-
Understanding unsafe behaviour and its consequences
Learners recognise unsafe behaviour such as sharing personal details, images or location, accepting friend requests from strangers and posting unkind comments. Entry 3 learners explain how these behaviours affect people, and Level 2 learners explain the potential consequences of different types of unsafe behaviour, including for their digital footprint. This is required by the assessment criteria.
DCF: Ymddygiad ar-lein a bwlio ar-lein, Hunaniaeth, delwedd ac enw da
Paratoi disgyblion
- Blwyddyn 7
- Pupils read short stories about pupils who shared a photo or their school name online and discuss in pairs what could go wrong.
- Blwyddyn 8
- Pupils search for a made up character's posts in a mock social media feed and list everything a stranger could learn about them, then rewrite two posts to be safe.
- Blwyddyn 9
- Pupils analyse a case study of a post that went viral, explain the consequences for the person's reputation, education and job prospects, and suggest safer alternatives.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level, learning outcome 2, assessment criteria 2.2 and 2.3, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.2 and 2.3, page 7; amplification, page 10
“Recognise different types of unsafe behaviour and explain their potential consequences”
Cam cynnydd 3
Rwy'n gallu deall risgiau a goblygiadau cyfreithiol anfon delweddau a chynnwys personol/secstio.
Rwy'n gallu adnabod iaith a allai gael ei hystyried yn ymosodol (gan gynnwys iaith hiliol, rhywiaethol, homoffobig a thrawsffobig) mewn gweithgareddau ar-lein.
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 deall bod gen i ôl-troed digidol ac y gellir chwilio am yr wybodaeth hon, a'i chopïo a'i hanfon ymlaen.
Rwy’n gallu deall goblygiadau gweithredoedd ar-lein, gan gynnwys fy ôl-troed digidol a goblygiadau cyfreithiol rhannu deunydd amhriodol.
Cam cynnydd 5
Rwy'n gallu datblygu enw da cadarnhaol o ran rhagolygon cyflogaeth, e.e. defnyddio cyfryngau cymdeithasol yn gyfrifol.
-
Understanding the Children's Code and personal data
Level 1 learners state the purpose of the Children's Code, and Level 2 learners explain why protecting personal data and privacy matters and describe how the Code protects children online. Entry learners do not cover the Code. This is required by the Level 1 and Level 2 assessment criteria.
DCF: Hunaniaeth, delwedd ac enw da
Paratoi disgyblion
- Blwyddyn 7
- Pupils list the personal information they gave when signing up for a game or app and discuss which items the app really needed.
- Blwyddyn 8
- Pupils read a child friendly ICO summary of the Children's Code and match three of its standards to app features, such as location off by default.
- Blwyddyn 9
- Pupils check one app they know against the Children's Code, looking at default settings and privacy information, and write a short report on how well it protects young users.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 1, assessment criteria 1.2 to 1.4, page 7; amplification, page 10
“ensures apps and websites protect young people's privacy”
Cam cynnydd 3
Rwy'n gallu nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.
Cam cynnydd 4
Rwy'n gallu deall bod gen i ôl-troed digidol ac y gellir chwilio am yr wybodaeth hon, a'i chopïo a'i hanfon ymlaen.
Cam cynnydd 5
Rwy'n gallu adnabod y risgiau a'r defnydd o ddata/gwasanaethau ar ddyfeisiau personol, o fewn telerau ac amodau ystod o wasanaethau meddalwedd a gwe, a nodi sut y mae sefydliadau yn sicrhau eu bod yn cydymffurfio â rheolau data wrth ddefnyddio cynhyrchion amlwladol.
Da gwybod
- The unit codes are S620E1, S620E2, S620E3, S620L1 and S620L2, and the overview lists "GLH 20" (Unit overview, page 3).
- No special equipment is needed: "Assessment of this unit should not require any specific resources" (Resources required for assessment, page 15), although learners do need internet access to demonstrate privacy settings and safe practices.
- Evidence can be digital, including "Annotated screenshots showing safe responses" and "Voice-over video or screen-recorded explanations" (Sources of evidence, page 13). The portfolio "is not limited to paper-based materials" (Skills for Life and Work specification, section 4.1, page 18).
- Suggested assessment tasks "are not mandatory", and teachers may adapt them or devise their own (Skills for Life and Work specification, section 4.1, page 18).
- AI tools may be used only if acknowledged: "Failing to acknowledge use of AI tools when they have been used as a source of information" counts as malpractice (Skills for Life and Work specification, section 4.6, page 21).
- WJEC flags that "The UK Government has announced plans to restrict social media use by children under 16", which may affect this unit (Contents, page 2), so check for updates before planning social media tasks.
Cysylltiadau â chymwysterau eraill
Online Safety sits closest to GCSE Digital Technology and GCSE Computer Science, which both teach data protection, cyber security threats such as phishing and malware, and responsible use of technology; the pack also names the General Foundation Qualification in Digital Technology. The reporting, cyberbullying and wellbeing content links to GCSE Physical Education and Health and to GCSE Health and Social Care and Childcare, and misinformation and bias link to GCSE Social Studies. Within the Skills Suite the pack names Science and technology in everyday life, Digital film and media, Mental health and wellbeing, Personal safety, and Using IT in the workplace as closely related units.
Ffynhonnell: WJEC Online safety 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).