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Skills for Work: Sustainable Economic Development

Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.

Sustainable Economic Development is a 20 hour Skills for Work unit, from Entry 1 to Level 2, in which learners find out what makes a workplace sustainable, how actions such as saving energy, recycling and travel choices affect the environment and community, then plan a sustainability strategy for their own setting, carry out activities and review their impact. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Digital demand is low. No criterion needs a digital tool, but the pack suggests spreadsheets for energy or waste data, presentations, online research and photo evidence.

Corff dyfarnu
CBAC
Lefel
Entry Level 1 to Level 2
Oriau dysgu dan arweiniad
20
Addysgu gyntaf
Medi 2027
Faint o waith digidol
Isel
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 (what helps make a workplace sustainable, how sustainable actions affect the environment, creating a plan to support sustainability in a workplace setting, and taking part in sustainability activities), with separate assessment criteria at Entry 1, Entry 2 and Entry 3. 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 (what contributes to a sustainable workplace and why it matters, how sustainable actions affect the environment, workplace or community, developing a strategy to improve sustainability, and taking part in sustainability activities and reviewing their impact), with separate assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

Y sgiliau digidol yn y cymhwyster hwn

  1. Recording and analysing environmental data in a spreadsheet

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    Level 1 and Level 2 learners can monitor energy, water or waste use and record it in a spreadsheet, which helps with the Level 2 criteria that ask them to assess the impact and review the effectiveness of their activities. The spreadsheet itself is a suggested activity and a possible source of evidence, not a requirement. Entry learners do simpler monitoring, such as counting lights left on.

    DCF: Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils count the lights left on in five classrooms at lunchtime for a week, type the counts into a spreadsheet and make a bar chart.
    Blwyddyn 8
    Pupils record the weight of the recycling and general waste bins from their form room each day in a spreadsheet and use SUM and AVERAGE to compare the two.
    Blwyddyn 9
    Pupils log meter readings or waste weights before and after a switch off campaign, use formulae to work out the percentage change and write two sentences on whether the campaign worked.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Suggested activities for Level 1 and 2 learners, page 14; amplification of learning outcome 4, page 12; sources of evidence, page 15

    “using digital tools or simple spreadsheets to record and analyse environmental data (e.g. energy use, recycling rates)”
    Cam cynnydd 3

    • Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.

    • Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.

    Cam cynnydd 4

    • Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.

  2. Creating posters, leaflets or presentations to promote sustainable actions

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    The suggested Level 1 and Level 2 activities include creating posters, leaflets or presentations about sustainability actions and their benefits, and leading small campaigns such as encouraging recycling. These are listed as possible evidence. Learners could make them by hand or digitally, so the digital version is suggested, not assessed.

    DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils design a digital poster reminding classmates to switch off lights, choosing one image, a short slogan and a clear font.
    Blwyddyn 8
    Pupils make a two sided digital leaflet about recycling at school, with icons for each bin and a short fact about why it matters.
    Blwyddyn 9
    Pupils create a short presentation for a school assembly launching a waste reduction campaign, ask a teacher for feedback and improve the slides for a younger audience.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Suggested activities for Level 1 and 2 learners, page 14; sources of evidence, page 15

    “creating posters, leaflets, or presentations about sustainability actions and their benefits”
    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 defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.

    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.

  3. Laying out a sustainability plan or strategy

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Entry 3 learners create a simple sustainability plan, Level 1 learners outline a strategy with actions and timescales, and Level 2 learners develop a detailed strategy with actions, timescales and responsibilities. The plan or strategy is required, but producing it digitally, for example as a table or timeline, is the centre's choice.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use a word processor table to plan three steps for a class recycling bin, with a column for what will be done and when.
    Blwyddyn 8
    Pupils plan a two week energy saving project in a shared document, using a table with actions, dates and who is responsible for each.
    Blwyddyn 9
    Pupils build a simple timeline or Gantt style chart in a spreadsheet for a school sustainability strategy, with actions, deadlines, responsibilities and resources.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Entry Level, learning outcome 3, assessment criterion 3.2, page 6; Level 1 and Level 2, learning outcome 3, assessment criterion 3.2, page 8

    “Develop a detailed sustainability strategy, including actions, timescales and responsibilities”
    Cam cynnydd 3

    • Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.

    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.

    • Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.

  4. Researching sustainable practice online and acknowledging sources

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    A suggested Level 1 and Level 2 activity is researching examples of sustainable practice in local businesses, organisations or communities and presenting the findings, and the pack lists websites such as Keep Wales Tidy and Natural Resources Wales. The shared specification treats unacknowledged use of AI tools or sources as malpractice, so any online research needs to be referenced. The research is suggested, not assessed.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils search for one local business that recycles or uses solar panels and note the web address where they found it.
    Blwyddyn 8
    Pupils find two Welsh organisations that run eco projects, compare what each does in a short table and list their sources.
    Blwyddyn 9
    Pupils research how a local business cuts its energy or waste, use at least three sources, judge which is most reliable and present the findings with a reference list.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Suggested activities for Level 1 and 2 learners, page 14; resources available to support delivery, pages 16 and 17; Skills for Life and Work specification, section 4.6, page 21

    “researching examples of sustainable practices in local businesses, organisations, or communities, and presenting findings”
    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.

  5. Capturing photo and video evidence of sustainability activities

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    Learners at every level take part in sustainability activities, and the sources of evidence include photographs or video clips of learners doing the tasks and recordings of learners presenting their projects. Taking and organising this media is a way to evidence the learning outcome 4 criteria, not a skill the criteria assess.

    DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth

    Paratoi disgyblion

    Blwyddyn 7
    Pupils take before and after photos of a tidied school garden bed and save them in a named folder.
    Blwyddyn 8
    Pupils film a 30 second clip explaining a recycling station they set up and add a title and caption in a video editor.
    Blwyddyn 9
    Pupils record and edit a short video of their sustainability activity with labelled photos, organise the files in a shared folder and add a voiceover explaining the impact.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Entry Level, learning outcome 4, page 6; Level 1 and Level 2, learning outcome 4, page 8; sources of evidence, page 15

    “photographs or video clips of learners carrying out sustainability tasks”
    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.

Da gwybod

Cysylltiadau â chymwysterau eraill

The pack names Enterprise venture, Sustainability in action, Financial literacy and Business finance as closely related Skills Suite units, with further links to Science and technology in everyday life, Skills in the natural environment, Ethical choices, Rights and responsibilities in the workplace and Jobs of the future. It also points to GCSE Geography, GCSE Business, GCSE Mathematics for modelling sustainability initiatives (GCSE Mathematics and Numeracy in Wales) and GCSE science on ecosystems, which fits GCSE The Sciences and GCSE Integrated Science. It names vocational awards in Retail Business and Engineering, which match VCSE Retail and Customer Service and VCSE Engineering on this page. The spreadsheet and presentation work also suits GCSE Digital Technology.

Ffynhonnell: WJEC Sustainable economic development 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).