Skills for Life: Science and Technology in Everyday Life
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Science and technology in everyday life is a 20 hour Skills for Life unit, from Entry 1 to Level 2, which learners combine with other units into a Skills for Life or Skills for Work Award, Certificate or Diploma. Learners look at how technology is used for shopping, banking, communication and health services, use devices and apps to complete personal tasks, protect personal information, behave responsibly online and consider social, legal and ethical effects. Digital competence is the core of the unit: all four learning outcomes are about using technology, so the Citizenship and Interacting and collaborating strands of the DCF are met through the assessed portfolio.
- 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, each with assessment criteria at Entry 1, Entry 2 and Entry 3 (unit codes S623E1, S623E2 and S623E3). Evidence is compiled into 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, each with assessment criteria at Level 1 and Level 2 (unit codes S623L1 and S623L2). Evidence is compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Sgiliau sy'n defnyddio Ymddygiad ar-lein a bwlio ar-lein
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Protecting personal information online
Learners identify and describe ways to protect personal information, such as strong unique passwords, privacy settings, logging out and only sharing details with trusted sources. Level 1 learners identify ways to protect information, and Level 2 learners describe a range of ways and suggest how to improve their own online safety. These are assessment criteria in learning outcome 3.
DCF: Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils test example passwords against a strong password checklist and make up a strong passphrase they will not use for real.
- Blwyddyn 8
- Pupils go through the privacy settings of a mock social media profile on paper and decide which details should be hidden and from whom.
- Blwyddyn 9
- Pupils look at examples of phishing emails and fake websites, mark the warning signs, and write a short personal plan to protect their own accounts.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.4, page 8; amplification of LO3, pages 11 and 12
“Describe a range of ways to protect personal”
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 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.
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.
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.
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Behaving safely and responsibly online
Learners know and follow rules for safe and responsible technology use, such as being polite in messages, not sharing others' work and thinking before posting. Entry 1 learners point out one rule, and Level 2 learners explain what responsible online behaviour looks like and the consequences of not following safe and responsible rules, such as fraud, identity theft or harm to reputation. This is required by learning outcome 3 at every level.
DCF: Ymddygiad ar-lein a bwlio ar-lein, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort example group chat messages into kind, unkind and unsafe, and rewrite one unkind message so it is polite.
- Blwyddyn 8
- Pupils act out a short scenario where a friend posts a photo of them without asking, and agree what each person should do next.
- Blwyddyn 9
- Pupils look at their own digital footprint by listing what they have posted in a month, then explain how one careless post could affect a job or college application.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level, learning outcome 3, assessment criteria 3.1 and 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.2 and 3.3, page 8; amplification of LO3, page 12
“Explain the consequences of not following safe and”
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 adnabod iaith a allai gael ei hystyried yn ymosodol (gan gynnwys iaith hiliol, rhywiaethol, homoffobig a thrawsffobig) mewn gweithgareddau ar-lein.
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 deall goblygiadau gweithredoedd ar-lein, gan gynnwys fy ôl-troed digidol a goblygiadau cyfreithiol rhannu deunydd amhriodol.
Rwy'n gallu arfer ymddygiadau ar-lein iach ac adnabod ymddygiad annerbyniol.
Cam cynnydd 5
Rwy'n gallu gwerthuso ymddygiad ar-lein yn barhaus, gan ystyried canlyniadau gweithredoedd; cymryd camau i leihau risgiau i ddiogelwch; ystyried safbwyntiau byd-eang a diwylliannol ac addasu ymddygiad yn unol â hynny.
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Social, legal and ethical effects of technology
Learners consider how technology affects people, communities and society, including copyright, data protection, scams and misinformation. Entry Level learners match uses of technology to good or bad effects, and Level 2 learners explain a range of social, ethical and legal effects and suggest how individuals and organisations can reduce negative impacts. This is required by learning outcome 4 at every level.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Iechyd a lles, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils discuss whether copying a picture from the internet into their homework is fair, and learn to write where the picture came from underneath it.
- Blwyddyn 8
- Pupils read a short news story about an online scam and identify who was harmed, how, and what law or rule was broken.
- Blwyddyn 9
- Pupils debate whether a school should use a facial recognition register, covering privacy, fairness and data protection, and write a short recommendation.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level, learning outcome 4, assessment criteria 4.1 to 4.3, page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 to 4.3, page 8; amplification of LO4, pages 12 and 13
“Explain a range of social, ethical, and legal effects”
Cam cynnydd 3
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Rwy'n gallu adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.
Cam cynnydd 4
Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.
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 nodi'r pwyntiau allweddol sydd eu hangen i ddefnydd o waith creadigol gael ei ystyried yn ddefnydd teg ac i gydymffurfio â deddfau diogelu data drwy archwilio'r ystyriaethau cyfreithiol a moesegol sydd ynghlwm wrth ddefnyddio gwaith creadigol pobl eraill.
Da gwybod
- Each level has its own unit code: "S623E1", "S623E2", "S623E3", "S623L1" and "S623L2" (Unit overview, page 3).
- Learners need hardware: "Centres may need access to digital devices such as desktop computers, laptops or tablets" (Resources required for delivery, page 17), and assessment "should not require any additional resources to those required for delivery" (page 18).
- Evidence can be screen based or filmed: sources include "photographs or video clips of learners using digital tools or completing online tasks" and "completed online forms or transactions (printed or screenshots)" (Sources of evidence, page 15). The portfolio "is not limited to paper-based materials" (Skills for Life and Work specification, Section 4.1, page 18).
- Transactions can be simulated: the pack suggests "completing simulated online transactions or bookings" using demo websites, test accounts or screenshots (Amplification of LO2, page 11), so learners do not need to spend real money or use real accounts.
- Written work is kept light: "extended written work is not required unless appropriate" and judgements should not focus "on spelling or presentation unless specifically assessed" (Sources of evidence, page 15).
- AI tools can be used only if acknowledged; learners "risk committing malpractice if AI is misused", and misuse includes "Failing to acknowledge use of AI tools when they have been used as a source of information" (Skills for Life and Work specification, Section 4.6, page 21).
- Suggested assessment tasks in the pack "are not mandatory"; teachers may use, adapt or replace them (Skills for Life and Work specification, Section 4.1, page 18).
- The pack warns that planned UK restrictions on social media use by children under 16 "may impact some of our qualifications" (page 2), which matters for any task that uses social media.
Cysylltiadau â chymwysterau eraill
The pack names GCSE Digital Technology and the Foundation qualification in Digital Technology as related qualifications, and the unit's work on protecting personal data, responsible online behaviour, copyright and the legal and ethical effects of technology overlaps with the same themes in GCSE Computer Science. Within the Skills Suite the pack suggests delivering it alongside Online safety, Financial literacy, Digital film and media, Sustainability in action, Business finance and Using IT in the workplace; online banking and shopping tasks also give context for Financial literacy, and the device recycling scenario links to Sustainability in action.
Ffynhonnell: WJEC Science and technology in everyday life 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).