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.
Skills that use Communication
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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: 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).
Good to know
- 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).
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.