Skills for Work: Wellbeing and Work
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Open Awards.
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.
- 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 (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.
Y sgiliau digidol yn y cymhwyster hwn
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Setting boundaries on screen use for work-life balance
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: Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils record how long they spend on screens after school for 3 days and discuss what else they could do with that time.
- Blwyddyn 8
- Pupils agree a phone free hour for homework and compare how focused they felt with and without notifications.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu deall pwysigrwydd cael cydbwysedd rhwng amser yn chwarae gemau neu amser sgrin a rhannau eraill o’m bywyd, e.e. ystyried y rhesymau posibl pam rwy'n cael fy nhemtio i dreulio mwy o amser yn chwarae gemau neu'n ei chael hi'n anodd stopio chwarae a’r effaith a gaiff hyn ar fy lles.
Cam cynnydd 4
Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
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Choosing communication styles with colleagues
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: Cyfathrebu
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort examples of a chat message, an email and a face to face talk into formal and informal.
- Blwyddyn 8
- Pupils rewrite a casual message to a friend as a polite email to a teacher asking for help.
- Blwyddyn 9
- Pupils decide whether to email, message or meet for 4 workplace situations, including a disagreement, and justify each choice.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit Content, LO2 AC 2.2, Level 1, page 20, Level 2, page 23
“description could include communication styles, teamwork and conflict resolution”
Cam cynnydd 3
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).
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Presenting a response to a workplace scenario
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: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make 2 slides showing a work problem and 1 way to deal with it, with a picture on each.
- Blwyddyn 8
- Pupils create a 4 slide presentation on a workplace scenario with headings, images and short bullet points, then present it.
- Blwyddyn 9
- Pupils produce a presentation analysing a workplace scenario, choosing a layout and visuals that suit the audience and explaining their choices.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
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 sicrhau bod yr allbwn yn briodol at ddiben 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.
Da gwybod
- Each level is a separate unit, CBM246 to CBM250, with "Credit Value: Two (2)" and "Guided Learning Hours: 20" (Unit Content, pages 10, 13, 16, 19 and 22), matching the Level 1 Qualification Guide (page 22).
- Only 1 level counts: "units with the same title at different levels are barred for completion within the same qualification", BSL being the only exception (Level 1 Qualification Guide, page 17).
- Tasks are designed by the provider and "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 and "Wherever possible, e-portfolios are encouraged" (page 7).
- Resources are simple: a space for discussion, role play and group activities, with "videos showing workplace scenarios" and guest speakers optional (Physical Resources, pages 5 to 6). Providers must ensure "learners are supported in discussing sensitive topics" (Health and Safety, page 6).
- Suggested tasks include presenting: "Present a response to a workplace problem" at Entry 3 and "Present analysis of a workplace scenario" at Level 2 (Assessment Approach, pages 8 and 9).
- Neither the unit specification nor the Level 1 Qualification Guide says anything about learners using AI tools.
- The Level 1 unit table is headed "Unit Title: Exploring Career Pathways" although the code CBM249 and content are for Wellbeing and Work (page 19). Entry 3 has an AC 3.3 in the indicative content that is missing from the criteria table (page 18), Entry 2 has a stray "Humanities" Area of Learning row (page 15), and Level 2 has typos such as "work=-life" (page 23).
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: Open Awards Skills for Work Unit Specification, Wellbeing and Work, Entry Level 1 to Level 2.