Skills for Life: Sustainability In Action
Sustainability in Action is an Open Awards Skills for Life unit offered at 5 levels from Entry Level 1 to Level 2, each only 10 guided learning hours, covering recycling and saving energy and water, sustainability in local, Welsh and global contexts, and a practical sustainability activity that learners plan, carry out and review at Level 1 and Level 2. The provider designs the tasks and learners build a portfolio assessed Pass or Fail. Digital demand is low: devices are listed only where appropriate and no criterion needs a computer. Digital work sits in online research, photo evidence, charting results, planning tools and energy use by devices.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 10
- First taught
- September 2027
- Amount of digital work
- Low
- Specification
- Open the specification
How this unit is assessed
- Entry Level (Entry Level 1 CBM141, Entry Level 2 CBM142, Entry Level 3 CBM143): Each Entry level has 3 learning outcomes. Entry Level 1 has 6 criteria: identify and sort recyclable items, recognise a Welsh recycling symbol, state one way an action helps the environment, use recycled materials to make something and demonstrate saving energy or water. Entry Level 2 has 6 criteria: identify reusable or recyclable items, state how actions affect the environment, identify recycling practices in Wales, recognise an international recycling symbol, take part in a sustainability activity and demonstrate ways to reduce energy or water use. Entry Level 3 has 7 criteria: state what sustainability means, identify everyday actions that affect the environment, give local examples, identify a national and a global issue, demonstrate reducing energy or water use, take part in a group activity and explain how their actions helped. Tasks are designed by the provider, with assessor observation, and evidence goes in a portfolio, assessed Pass or Fail. Each level is 1 credit and 10 guided learning hours.
- Level 1 and Level 2 (Level 1 CBM144, printed as "[Insert]", Level 2 CBM145): Level 1 has 3 learning outcomes and 8 criteria: describe a sustainable lifestyle and how human activity affects the environment, outline a local initiative, explain the purpose of a Welsh national policy, describe a global issue, contribute to planning a sustainability activity with purpose, steps, roles, timelines and resources, carry it out and describe the outcome. Level 2 has 3 outcomes and 9 criteria: explain the principles of sustainability and how lifestyle choices affect it, compare a local and a national or international initiative, summarise a national policy or goal, explain the impact of a global issue on a specific country, plan an activity with roles, resources, risks, timeline and monitoring, carry it out, record outcomes and evaluate its contribution to positive change in Wales. Tasks are designed by the provider and evidence goes in a portfolio, assessed Pass or Fail. Each level is 1 credit and 10 guided learning hours.
The digital skills in this qualification
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Researching policies and global issues online
Level 1 learners must explain the purpose of a Welsh national environmental policy and describe a global issue, and Level 2 learners summarise a national policy or goal and explain the impact of a global issue on a specific country. The resources list online content and devices for research. Research supports the criteria, but searching online is not itself assessed.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils find the Welsh Government page on recycling and note one fact about Wales’ recycling rate.
- Year 8
- Pupils search for the 7 well-being goals and refine their keywords until they find the official source.
- Year 9
- Pupils research how rising sea levels affect a named country, using at least 2 sources and noting why each is reliable.
Show the specification wording and the DCF statements
Where it is in the specification: General Learning Resources, page 5; Digital Resources, page 6; Level 1 criteria 2.2 and 2.3, page 19; Level 2 criteria 2.2 and 2.3, page 22
“posters, worksheets, online content”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can begin to reference sources used in my work, and consider if content is reliable.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
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Recording evidence with photos and video
Level 1 learners describe the outcome of an activity, for example by presenting a photo of a finished bug hotel, and Level 2 learners record outcomes, for example with before and after photographs. The digital resources list devices for recording evidence as photos and videos. Photos are one way to record, so this is taught rather than required.
DCF: Creating digital content, Storing and sharing
Getting pupils ready
- Year 7
- Pupils take before and after photos of a litter pick area and save them in a class folder.
- Year 8
- Pupils make a short photo sequence of a planting project with a caption for each image.
- Year 9
- Pupils create a short edited video of a school sustainability project, with titles showing the before and after results.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2 assessment tasks, page 9; Digital Resources, page 6; Level 1 indicative content, page 21; Level 2 indicative content, page 24
“Record outcomes (e.g. results, evidence, photos)”
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 manage files and folders locally or online, e.g. move files to a folder.
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 use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.
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Presenting results as charts
Level 2 learners must evaluate the outcomes of their activity, and the examples include presenting a bar chart of energy savings and calculating the total weight of plastic diverted from landfill. Monitoring examples include tally charts and a mid-point survey. A spreadsheet is a natural tool, but the specification does not require one.
DCF: Data and information literacy
Getting pupils ready
- Year 7
- Pupils enter a week of class recycling counts into a spreadsheet table and make a bar chart.
- Year 8
- Pupils use SUM and AVERAGE in a spreadsheet to total the weight of litter collected by each group.
- Year 9
- Pupils design a simple online survey on recycling habits, collect responses and chart the results to compare before and after a campaign.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2 criteria 3.3 and 3.4, pages 23 to 24, and indicative content, pages 24 to 25
“presenting a bar chart showing energy savings”
Progression step 3
I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.
Progression step 4
I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.
I can perform analysis on simple data sets including grouping data as appropriate.
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Planning and tracking a project
Level 1 learners contribute to a plan with purpose, steps, roles, timelines and resources. Level 2 learners must plan an activity with roles, resources, risks, a timeline and how it will be monitored, and the monitoring examples include checking off tasks on a Gantt chart. The plan is required by the criteria; the digital tools are optional.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils list the steps for a classroom recycling job in order using a simple checklist template.
- Year 8
- Pupils make a timeline for a Walk to School week in a shared document, with a job for each group member.
- Year 9
- Pupils build a simple Gantt chart in a spreadsheet for a school eco project and tick off tasks as they are completed.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 criterion 3.1 and indicative content, pages 20 to 21; Level 2 criteria 3.1 and 3.3, page 23, and indicative content, page 24
“checking off completed tasks on a Gantt chart”
Progression step 3
I can independently create and plan work before beginning a digital task.
Progression step 4
I can select and effectively use a variety of planning techniques.
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Technology and energy use
Entry Level 2 and Entry Level 3 learners demonstrate ways to reduce energy use, with examples such as turning off computer monitors at the end of a lesson. Level 2 learners explain how lifestyle choices affect the environment, including the impact of “vampire power” from standby electronics. These are examples, so this is taught rather than required.
Getting pupils ready
- Year 7
- Pupils check which classroom devices are left on standby at the end of the day and switch them off.
- Year 8
- Pupils list the devices they use at home and identify which use power on standby.
- Year 9
- Pupils reflect on their own device habits and estimate how changing them could reduce energy use, presenting their findings to the class.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 2 indicative content, page 14; Entry Level 3 indicative content, page 17; Level 2 criterion 1.2 and indicative content, page 23
“the impact of "vampire power" from standby electronics”
Progression step 3
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 reflect on the role of digital media in my life and habits.
Good to know
- This is a small unit: each level is "Credit Value: One (1)" and "Guided Learning Hours: 10" (Unit Content, pages 10, 13, 16, 19 and 22), half the 20 hours of the Pearson unit of the same name. The qualification guide lists the codes CBM141 to CBM145 (Qualification Units, page 19).
- The Level 1 unit code is missing: the specification prints "Unit Reference Number: [Insert]" (Level 1, page 19). The qualification guide gives CBM144.
- Units at different levels cannot be combined: "with the exception of British Sign Language (BSL), units with the same title at different levels are barred for completion within the same qualification" (Open Awards Level 1 Qualification Guide, Qualification Units, page 17).
- Every criterion must be met: "All assessment criteria must be met in full for the learner to be awarded a ‘pass’" (Assessment Approach, page 7). There is no grade above Pass.
- The provider writes the tasks: the unit is "assessed through assessment tasks and activities designed by the provider", and providers must "undertake pre‑course verification" to confirm the tasks cover all criteria (Assessment Approach, page 7).
- Evidence goes in a portfolio, paper or digital: "Wherever possible, e-portfolios are encouraged." (Assessment Approach, page 7). Assessments are subject to internal quality assurance and external quality assurance by Open Awards.
- The unit specification says nothing about AI or referencing. The qualification guide requires assessment evidence to "Be the learner’s own work" (Open Awards Level 1 Qualification Guide, Assessment Conditions, page 31).
- Digital devices are suggested, not required: "Digital Resources (where appropriate)" lists devices for "research", "recording evidence (photos/videos)" and "presenting outcomes" (page 6).
- Outdoor work needs safety planning: providers must ensure "Supervision during practical activities" and "Awareness of environmental risks (e.g. outdoor activities)" (Health and Safety, page 6). The Level 2 plan must include "an assessment of any risks" (page 24).
- Some content does not match its criterion. Level 2 criterion 3.3 says "Record outcomes of the activity" but the content asks learners to "monitor the progress of the activity against the original plan" (pages 23 to 24). The Entry Level 2 Four Purposes row repeats the progression step text instead of naming a purpose (page 15).
Links with other qualifications
Sustainability in Action links with GCSE Geography on human impact on the environment and global issues, with GCSE Social Studies and the Humanities Area of Learning and Experience it is mapped to, and with the Well-being of Future Generations (Wales) Act and Net Zero Wales goals named in its content. Energy saving and recycling also link with GCSE Science. The Pearson unit of the same name is 20 hours, twice this unit. Within the Open Awards suites, Sustainable Economic Development, Practical Gardening and Skills in the Natural Environment are the closest units, and the Level 2 planned project fits well beside Community Participation.
Source: Open Awards Skills for Life Unit Specification, Sustainability in Action, Entry Level 1 to Level 2.