DCF Cymru Digital competence for Wales

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Skills for Work: Wellbeing and Work

Wellbeing and Work is an Open Awards Skills for Work unit about wellbeing in the workplace, covering work-life balance, managing workload, positive working relationships, dealing with work-related problems and knowing who and when to ask for support, from identifying feelings and who can help at Entry 1 to analysing factors, strategies and responses and evaluating own wellbeing at Level 2. Each of the 5 levels is a separate 20 hour unit, assessed through provider designed tasks such as role play, scenarios and presentations with portfolio evidence, and only 1 level counts towards a qualification. Digital demand is low: no criterion needs technology, and the digital links are optional scenario videos, presentations, communication styles at work and setting boundaries for work-life balance.

Awarding body
Open Awards
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of digital work
Low
Specification
Open the specification
How this unit is assessed
  • Entry Level 1 (CBM246) and Entry Level 2 (CBM247): Entry 1 has 3 learning outcomes and 6 criteria: identify what it means to feel well at work and a situation that may affect wellbeing, identify at least 2 ways to stay well and 1 person who can help, take part in a role play or discussion about 2 simple workplace scenarios and identify how they felt. Entry 2 has 7 criteria: identify at least 2 factors that affect wellbeing and signs of positive and negative wellbeing, identify 2 ways to manage wellbeing and 2 sources of support, take part in 2 structured scenarios through role play, storytelling or watching a video, show how to respond and identify the feelings involved. Provider designed tasks such as matching, picture selection and role play, with portfolio evidence; every criterion must be met for a pass. 20 guided learning hours at each level.
  • Entry Level 3 (CBM248): 3 learning outcomes and 6 criteria in the table: explain at least 2 factors that affect wellbeing at work and 2 positive and 2 negative effects, explain ways to manage workload and wellbeing and when and how to ask for support, apply strategies in 2 work-related scenarios and describe how to deal with 2 work-related problems. The indicative content also gives an AC 3.3, demonstrating 1 response with reasons, which is not in the criteria table. 20 guided learning hours.
  • Level 1 (CBM249): 4 learning outcomes and 8 criteria: describe at least 3 factors influencing wellbeing and explain how they affect individuals, describe a strategy for work-life balance and one for workload management and 3 ways to build positive working relationships, describe how to respond to 3 work-related scenarios and when and how to seek support, referencing policy where appropriate, and describe 2 strengths and 2 areas for development in managing own wellbeing. 20 guided learning hours.
  • Level 2 (CBM250): 4 learning outcomes and 6 criteria: analyse at least 3 factors affecting wellbeing including the impact on work performance, analyse 3 strategies for work-life balance and workload including control, barriers and implementation, describe own approach to building positive relationships with different people at work, analyse responses to 3 work-related problems including seeking support, evaluate at least 3 strengths and 3 development needs, and set out at least 2 strategies to improve own wellbeing with steps. 20 guided learning hours.

The digital skills in this qualification

  1. Setting boundaries on screen use for work-life balance

    Assessed: Taught, but not assessed

    The unit aims to develop practical strategies for work-life balance, and Level 1 learners describe a strategy for work-life balance, with setting boundaries and planning personal time as examples. Level 2 learners analyse strategies including boundary setting. Switching off from screens and work messages is one boundary learners can explore, but the spec does not mention technology, so this is taught, not assessed.

    DCF: Health and well-being

    Getting pupils ready

    Year 7
    Pupils record how long they spend on screens after school for 3 days and discuss what else they could do with that time.
    Year 8
    Pupils agree a phone free hour for homework and compare how focused they felt with and without notifications.
    Year 9
    Pupils reflect on how messages and apps blur the line between school and home time and write 3 boundaries they would set in a future job.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit Aim, page 3; Unit Content, LO2 AC 2.1, Level 1, page 20, Level 2, page 23

    “practical strategies for work-life balance, managing workload, positive working relationships”
    Progression step 3

    • I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.

    Progression step 4

    • I can reflect on the role of digital media in my life and habits.

  2. Choosing communication styles with colleagues

    Assessed: Taught, but not assessed

    Level 1 learners describe ways to build positive working relationships, including communication, and Level 2 learners describe their own approach with peers, colleagues, supervisors, management and HR, which could include communication styles, teamwork and conflict resolution. Choosing the right channel, such as a message, an email or a conversation, is part of this, but no digital form is required, so this is taught, not assessed.

    DCF: Communication

    Getting pupils ready

    Year 7
    Pupils sort examples of a chat message, an email and a face to face talk into formal and informal.
    Year 8
    Pupils rewrite a casual message to a friend as a polite email to a teacher asking for help.
    Year 9
    Pupils decide whether to email, message or meet for 4 workplace situations, including a disagreement, and justify each choice.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit Content, LO2 AC 2.2, Level 1, page 20, Level 2, page 23

    “description could include communication styles, teamwork and conflict resolution”
    Progression step 3

    • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

    Progression step 4

    • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

  3. Presenting a response to a workplace scenario

    Assessed: Taught, but not assessed

    Suggested tasks include presenting a response to a workplace problem at Entry 3 and presenting an analysis of a workplace scenario at Level 2, and Entry 2 scenarios can be explored by watching a video. A short digital presentation is one way to do this, but presenting is a suggested task, not a criterion, so this is taught, not assessed.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make 2 slides showing a work problem and 1 way to deal with it, with a picture on each.
    Year 8
    Pupils create a 4 slide presentation on a workplace scenario with headings, images and short bullet points, then present it.
    Year 9
    Pupils produce a presentation analysing a workplace scenario, choosing a layout and visuals that suit the audience and explaining their choices.
    Show the specification wording and the DCF statements

    Where it is in the specification: Assessment Approach, Entry 3, page 8, Level 2, page 9; Unit Content, LO3 AC 3.1, Entry 2, page 14

    “Present analysis of a workplace scenario”
    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 ensure my output is appropriate for specific purposes.

    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.

Good to know

Links with other qualifications

Wellbeing and Work links with the Health and Well-being Area of Learning and Experience, which the unit names, and with GCSE Health and Social Care, and Childcare for wellbeing factors and support. Workplace relationships, policies such as bullying and harassment, and workload connect with GCSE Business and with work experience in VCSE qualifications, and the reflective and team elements suit the WJEC Skills Challenge Certificate and Advanced Skills Baccalaureate Wales. The Pearson Wellbeing and work unit covers similar ground, including screen use and formal and informal communication; the Open Awards unit adds analysis of control, barriers and implementation for each strategy at Level 2 and a self evaluation of 3 strengths and 3 development needs. Within the Open Awards suite, Mental Health and Wellbeing and Healthy Lifestyle in the Skills for Life group cover nearby ground.

Source: Open Awards Skills for Work Unit Specification, Wellbeing and Work, Entry Level 1 to Level 2.