Skills for Life: Teamwork
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Open Awards.
Teamwork is a set of 5 Open Awards Skills for Life units, Entry 1 to Level 2, each 20 guided learning hours and 2 credits, for 14 to 16 year olds in Wales. Learners work in groups, take on roles, listen and communicate, plan and review, from taking a turn at Entry 1 to planning tasks, monitoring a deadline and assessing contributions at Level 2. The provider designs the tasks, much evidence comes from assessor observation, and Open Awards quality assures it. Digital is a named cross-curricular skill but digital demand is low: devices, email, group chat and shared checklists appear only as examples, so the digital work depends on the tasks the provider chooses.
- Corff dyfarnu
- Open Awards
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level 1 (CBM146), Entry Level 2 (CBM147) and Entry Level 3 (CBM148): Each Entry level is a separate 2 credit, 20 guided learning hour unit with 3 learning outcomes. Entry 1 learners work with others in a group task, take a turn, carry out a simple role, collect an item and show a positive response and listening. Entry 2 learners identify roles, give examples of what a team member does, identify their own task and the equipment needed, and give ways to help and listen. Entry 3 learners identify qualities of a good team member, explain 3 roles, take part in a planning discussion, use 2 pieces of equipment safely, say why listening matters and identify a positive contribution. Evidence comes from observation, demonstration, practical, identification, matching and reflection tasks designed by the provider, and every criterion must be met for a Pass.
- Level 1 (CBM149) and Level 2 (CBM150): Each level is a separate 2 credit, 20 guided learning hour unit with 3 learning outcomes. Level 1 learners outline the purpose of a team task, describe 3 roles, contribute to the task, communicate effectively, describe 3 positive outcomes and review their own contribution. Level 2 learners describe the importance of diverse roles, summarise 4 characteristics of an effective meeting, plan 3 tasks towards a shared objective, monitor progress against a deadline, reflect on the effectiveness of communication with a positive and a negative example, and assess their own and others' contributions. Tasks include explanation, practical, communication, planning, monitoring, evaluation and reflection tasks, with assessor observation.
Sgiliau sy'n defnyddio Cyfathrebu
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Communicating with team members by email, message and group chat
Level 1 learners communicate effectively with other team members, for example sending a polite email or message to share a saved document, and Level 2 learners reflect on the effectiveness of communication in the group, for example whether a group chat helped or hindered the clarity of instructions. Learners choose a suitable tone and channel, attach or link files, and judge when written messages work better or worse than talking. These are assessment criteria with digital examples.
DCF: Cyfathrebu, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a polite email to a group member attaching their part of a project, with a clear subject line.
- Blwyddyn 8
- Pupils share a document link with their group with the right edit or view permission and check everyone can open it.
- Blwyddyn 9
- Pupils discuss a mock group chat where instructions were misunderstood and rewrite the key message so it is clear.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1, AC 2.2, page 20; Level 2, AC 3.1, page 24
“sending a polite email or message to a team member to share a saved document”
Cam cynnydd 3
Rwy'n gallu cyfnewid cyfathrebiadau ar-lein, gan ddefnyddio ystod gynyddol o nodweddion sydd ar gael, e.e. ychwanegu atodiadau neu hyperddolenni, newid fformatio.
Rwy'n gallu dangos dealltwriaeth o fanteision ac anfanteision gwahanol ffurfiau ar gyfathrebu ar-lein a phryd y mae'n briodol eu defnyddio, e.e. esbonio pryd y gallai cynadledda fideo fod yn fwy priodol nag e-bost, ac fel arall; esbonio manteision ac anfanteision defnyddio negeseuon sydyn mewn cyd-destunau cymdeithasol; siarad am ddiben a chynulleidfa.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio gwahanol ddulliau cyfathrebu ar-lein at ddibenion penodol, a hynny gyda lefel uwch o fedrusrwydd, e.e. creu a rheoli llyfr cyfeiriadau, trefnu cysylltiadau, defnyddio nodweddion uwch y darparwr e-bost (llofnod, ateb awtomatig, derbynneb darllen, wijets).
Rwy'n gallu rheoli dolenni i ffeiliau, gan roi ystyriaeth i ganiatâd a lleoliadau ffeiliau, e.e. mae rhai systemau storio ffeiliau'n defnyddio hyperddolenni deinameg felly os newidir lleoliad ffeil mae'r ddolen yn aros yr un peth, yn wahanol i systemau eraill sy'n golygu bod hyperddolenni'n torri o ganlyniad i newid lleoliad ffeil.
Da gwybod
- Each level is its own unit with its own code: "Unit Reference Number: CBM146" at Entry 1 to CBM150 at Level 2, each "Credit Value: Two (2)" and "Guided Learning Hours: 20" (Unit Content, pages 11, 13, 16, 19 and 22).
- Only one level can count in a qualification: "units with the same title at different levels are barred for completion within the same qualification" (Level 1 Qualification Guide, Qualification Units, page 17).
- The provider writes the assessment: "This suite of units has been designed to be assessed through assessment tasks and activities designed by the provider", with pre-course verification, internal quality assurance and external quality assurance by Open Awards (Assessment Approach, page 7).
- There is no partial credit: "All assessment criteria must be met in full for the learner to be awarded a 'pass'" (Assessment Approach, page 7).
- Evidence goes in a portfolio, paper or digital: "Wherever possible, e-portfolios are encouraged." (Assessment Approach, page 7). Much of the evidence is "Assessor observation of teamwork behaviours" (Entry 3 and Level 1 tasks, page 9), so observation records are needed.
- Resources include "access to digital devices where appropriate", role cards or badges, and "tools to support planning and organisation, e.g., checklists, templates or simple project plans" (Physical Resources, pages 5 and 6).
- Digital tools appear only as examples: "a 'Researcher' is needed to look up facts on a computer" and "using a tablet or laptop to search for images" (Entry 3, page 17), "sending a polite email or message" (Level 1, page 20), and "a shared digital checklist" and "a group chat" (Level 2, pages 23 and 24); none is required.
- The unit specification does not mention AI tools; the Open Awards Provider Handbook, which must be read alongside it, sets wider rules.
- Odd wording: the Level 2 unit gives its level in Welsh, "Level: Dau (2)" (page 22), Level 1 AC 3.2 asks learners to "Review own contribution" while its content says "outline at least three examples" (pages 19 and 20), and Level 2 AC 2.2 content reads "monitor and progress against the identified tasks" (page 23). Many unit texts also carry a stray first line, "Faith and Belief in the Community", from a template.
Cysylltiadau â chymwysterau eraill
Teamwork supports group work across the curriculum, especially GCSE Physical Education, the VCSEs and Foundations in Sport and Leisure, Hospitality and Catering, and Business, the Skills Challenge Certificate, and the Open Awards Work Experience, Community Participation and Exercise For All units. Its digital examples, shared checklists, Gantt charts and group chat, link to collaboration and planning in GCSE Digital Technology. Compared with the Pearson Teamwork unit, which includes working in remote or online teams, the Open Awards version is mostly face to face, with digital tools offered as optional examples, and adds the features of an effective meeting at Level 2.
Ffynhonnell: Open Awards Skills for Life Unit Specification, Teamwork, Entry Level 1 to Level 2.