Skills for Life: Teamwork
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Pearson.
Teamwork (Unit SfL 26) is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, from Entry 1 to Level 2. Learners learn the purpose of teamwork, team roles, skills and benefits, take part in a team activity, carry out a specific role from Level 1 and lead part of the activity at Level 2, then review how it went. The centre sets and marks the assignment. Digital demand is low: every criterion can be met face to face. Pearson's mapping names research on a device, video evidence and remote teamwork as digital links, and learners must acknowledge any AI used.
- Corff dyfarnu
- Pearson
- 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 (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: list, outline or identify teamworking skills, benefits and the purpose of teamwork, and demonstrate teamworking skills in a team activity, then say what went well and what did not. There are no mandatory evidence requirements; the centre sets and marks its own assignment (Pearson's Authorised Assignment Brief is optional), internally verified and checked by a Pearson Standards Verifier. Graded Pass or Fail. 20 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each level: describe (Level 1) or explain (Level 2) the purpose of teamwork, team roles, skills and benefits, and demonstrate a range of effective teamworking skills in a team activity while carrying out at least one specific role, with a leadership role at Level 2, then review performance and outcomes. Evidence is chosen by the centre, internally assessed and checked by a Pearson Standards Verifier. Graded Pass or Fail. 20 guided learning hours.
Y sgiliau digidol yn y cymhwyster hwn
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Working in remote or online teams
Pearson's Annexe C names digital communication contexts such as remote teamwork, so a team activity could be planned and run through shared documents, chats or video calls. The criteria only require a team activity, which can be face to face, so online collaboration is suggested rather than required.
DCF: Cydweithredu, Cyfathrebu
Paratoi disgyblion
- Blwyddyn 7
- Pupils work in a group in a shared slide deck on Hwb, each adding one slide and leaving a comment on a teammate's slide.
- Blwyddyn 8
- Pupils plan a class event in a shared document, set editing permissions for each role and agree jobs in the chat.
- Blwyddyn 9
- Pupils run a short project with a partner class over a video call and a shared planner, then compare which tool worked best for which job.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfL 26, Annexe C, page 165; Assessment criteria, page 120
“Device/internet for research; video evidence/recording; digital communication contexts (e.g. remote teamwork)”
Cam cynnydd 3
Rwy'n gallu cydweithio i greu prosiect ar-lein ar y cyd at ddiben penodol, gan rannu a gosod caniatâd mewn ffordd briodol ar gyfer aelodau eraill y grŵp, e.e. golygu, rhoi sylwadau, gweld.
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 yn annibynnol a defnyddio ystod o ddulliau cydweithio i greu prosiect gydag eraill mewn un iaith neu fwy, e.e. defnyddio technoleg ar-lein i rannu a chyflwyno syniadau i eraill.
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).
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Researching teamwork, roles and skills
Learners identify, describe or explain the purpose of teamwork, team roles and teamworking skills and benefits, from listing a few skills at Entry 1 to explaining roles and benefits at Level 2. The knowledge is required by the criteria; Pearson's Annexe C names device and internet research as the digital link, but online research itself is not required.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search for the roles in a football or netball team and list three roles with what each player does.
- Blwyddyn 8
- Pupils search for a model of team roles, refine their keywords to find a source written for young people, and note the site they used.
- Blwyddyn 9
- Pupils compare two websites describing team roles, judge which is more reliable and reference both in a short summary.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfL 26, Assessment criteria, Entry 1 to Level 2, page 120; Annexe C, page 165
“Describe the purpose of teamwork, team roles, and a range of teamworking skills and benefits”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Recording teamwork and reviewing performance
At the end of the team activity learners say what went well and what did not, and Level 1 and Level 2 learners describe or explain their performance and the activity's outcomes. Reviewing is required; Pearson's Annexe C suggests video evidence or recording, which helps learners review, but filming is optional.
DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils film one minute of a group building challenge on a tablet and save it to a shared folder with the group's name.
- Blwyddyn 8
- Pupils watch a clip of their team task, pause it at two moments and record what went well and what did not.
- Blwyddyn 9
- Pupils edit their team task footage into a short review video with captions explaining their role and one improvement for next time.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfL 26, Essential information for assessment decisions, Entry 1 to Level 2, pages 121 to 122; Annexe C, page 165
“learners should be able to accurately describe their performance and the activity's outcomes”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
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Acknowledging sources and AI in evidence
At every level learners must certify that their evidence is their own and acknowledge any AI tools they used, for example to research team roles. Using AI without acknowledging it is malpractice.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils add the website name and address under each fact on a teamwork poster.
- Blwyddyn 8
- Pupils discuss when using a classmate's or a website's words without credit counts as plagiarism, using three short examples.
- Blwyddyn 9
- Pupils ask an AI tool for tips on team leadership, check them against a reliable source and write a statement acknowledging the AI's part.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfL 26, Requirements relating to permitted/prohibited resources, page 123
“If learners use AI tools, they must acknowledge them clearly”
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 cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.
Cam cynnydd 4
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.
Da gwybod
- The unit is Unit SfL 26 and the unit summary lists it at 20 GLH ("SfL 26 Teamwork 20", Unit summary, page 5); it counts towards Skills for Life qualifications numbered C00/5443/4 to C00/5445/0 (Qualification titles, pages 3 to 4).
- A unit is achieved once, at one level: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- Level 2 requires leadership: "learners can be expected to take on a leadership role in at least one part of an activity, or a full activity" (Essential information for assessment decisions, Level 2, page 122). Level 1 learners carry out "at least one specific role" (page 121).
- Performance in the team activity must be evidenced, not assumed: "achievement cannot be inferred from performance" (Assessment requirements, page 9), so plan observation records, witness testimony or video.
- There is no set evidence format: "there are no mandatory evidence requirements and centres can select the type of evidence" (Essential information for assessment decisions, page 121). The compulsory teaching content is in Pearson's separate Teaching and Learning Support document (Unit content, page 121).
- AI may be used only if acknowledged: "A learner will have committed malpractice if they use AI tools without acknowledging them" (Requirements relating to permitted/prohibited resources, page 123).
- The supervision guidance has a copying error: both Entry 1 and Entry 2 say learners "require support but less than Entry Level 1" (Levels of supervision and support, page 122).
Cysylltiadau â chymwysterau eraill
Pearson maps this unit to the Health and Well-being statement "Healthy relationships are fundamental to our well-being" and its Annexe E names diversity and inclusion in teams, so it links to GCSE Physical Education and Health and to the work on roles and teams in GCSE Business and VCSE Retail and Customer Service. Within the WJEC Skills Suite it overlaps with Community Participation and Understanding Self and Others, which also rely on group work and respect for others. Compared with the WJEC Teamwork unit, which has four learning outcomes on roles, group tasks, respect for others and review, the Pearson unit has one criterion per level, requires a specific role from Level 1 and a leadership role at Level 2, and asks for a review at every level.
Ffynhonnell: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma specification, Issue 1, August 2026, Unit SfL 26: Teamwork.