Contribute to own healthy living — City & Guilds Limited Other Vocational Qualification Employability & Work Skills Revision

    This subtopic equips learners with the knowledge and practical skills to actively manage their own health, covering diet, exercise, and self-care. It empow

    Topic Synopsis

    This subtopic equips learners with the knowledge and practical skills to actively manage their own health, covering diet, exercise, and self-care. It empowers individuals to make informed choices and reflect on their lifestyle, directly supporting sustained employability and well-being.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Contribute to own healthy living

    CITY & GUILDS LIMITED
    vocational

    This unit explores the direct link between personal healthy living and workplace effectiveness, emphasizing that a healthy lifestyle enhances energy, focus, and resilience—key employability traits. Learners must grasp the importance of nutrition, exercise, and mental well-being, contribute practically through personal action planning, and critically review outcomes to foster continuous self-improvement relevant to job readiness.

    48
    Learning Outcomes
    50
    Assessment Guidance
    50
    Key Skills
    44
    Key Terms
    53
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 1 Introductory Award in Employability Skills
    City & Guilds Level 1 Award in Employability Skills
    City & Guilds Level 2 Extended Certificate in Employability Skills
    City & Guilds Level 2 Certificate in Employability Skills
    City & Guilds Entry Level Certificate in Employability Skills (Entry 3)
    City & Guilds Entry Level Diploma in Employability Skills (Entry 3)
    City & Guilds Entry Level Extended Award in Employability Skills (Entry 3)
    City & Guilds Entry Level Extended Certificate in Employability Skills (Entry 3)
    City & Guilds Level 1 Certificate in Employability Skills
    City & Guilds Level 1 Extended Award in Employability Skills
    City & Guilds Level 1 Extended Certificate in Employability Skills
    City & Guilds Level 1 Diploma in Employability Skills
    City & Guilds Level 1 Certificate for Skills for Working in the Health Care, Adult Care and Child Care Sectors

    Topic Overview

    The City & Guilds Entry Level Extended Certificate in Employability Skills (Entry 3) is designed to help you develop the essential skills and knowledge needed to succeed in the workplace. This qualification covers key areas such as communication, teamwork, problem-solving, and self-management, which are highly valued by employers. By completing this certificate, you will build a strong foundation for further study, training, or employment, and gain confidence in your ability to contribute effectively in a work environment.

    This qualification is part of the wider Employability & Work Skills suite offered by City & Guilds, which focuses on preparing learners for the world of work. At Entry 3, you will explore practical topics like how to apply for jobs, work safely, and interact with colleagues and customers. The course is structured around real-world scenarios, helping you understand what employers expect and how to meet those expectations. Whether you plan to move into an apprenticeship, further education, or direct employment, this certificate provides a stepping stone to your future career.

    Throughout the course, you will complete a range of tasks and assessments that demonstrate your ability to apply employability skills in different contexts. You will learn to set personal goals, manage your time effectively, and work as part of a team. The qualification also emphasises the importance of positive attitudes and behaviours, such as reliability, punctuality, and a willingness to learn. By the end of the programme, you will have a portfolio of evidence showcasing your skills, which you can use to impress potential employers or tutors.

    Key Concepts

    Core ideas you must understand for this topic

    • →Communication: Understanding how to listen actively, speak clearly, and use appropriate body language in the workplace. This includes following instructions, asking questions, and adapting your communication style to different audiences.
    • →Teamwork: Working collaboratively with others to achieve shared goals. This involves respecting others' opinions, contributing ideas, and supporting team members to complete tasks effectively.
    • →Problem-solving: Identifying issues, thinking of possible solutions, and choosing the best course of action. You will learn to break down problems into smaller steps and seek help when needed.
    • →Self-management: Taking responsibility for your own learning and work. This includes setting targets, managing time, staying organised, and reflecting on your progress to improve.
    • →Health and safety: Recognising common workplace hazards, following safety procedures, and understanding your rights and responsibilities to keep yourself and others safe.

    Learning Objectives

    What you need to know and understand

    • understand the importance of leading a healthy lifestyle, be able to contribute to own healthy lifestyle, be able to review the activities undertaken to maintain a healthy lifestyle
    • Identify components of a healthy lifestyle.
    • Describe how healthy living contributes to personal and professional life.
    • Create a personal healthy living plan with specific, achievable goals.
    • Implement selected healthy living activities over a period of time.
    • Review progress against healthy living goals and adjust plans as necessary.
    • Explain the physical and mental health benefits of regular exercise and balanced nutrition
    • Analyse the impact of unhealthy habits (e.g., poor diet, lack of sleep) on workplace performance
    • Design a weekly health plan incorporating physical activity, healthy eating, and adequate rest
    • Implement strategies to manage stress and maintain mental wellbeing
    • Review personal progress against health goals using a reflective log
    • Evaluate the effectiveness of lifestyle changes in improving overall wellbeing
    • Explain the key components of a healthy lifestyle and their impact on personal wellbeing and workplace performance.
    • Develop a personal healthy living plan with specific, measurable, achievable, relevant, and time-bound (SMART) goals.
    • Implement planned healthy living activities consistently over a set period.
    • Evaluate the effectiveness of undertaken activities using reflective techniques and evidence.
    • Identify personal barriers to maintaining a healthy lifestyle and propose practical solutions.
    • Review progress towards goals and adapt the healthy living plan as necessary.
    • Identify the key components of a healthy lifestyle
    • Describe the importance of leading a healthy lifestyle for employability and personal well-being
    • Plan and undertake activities to improve own healthy living
    • Review personal progress in maintaining a healthy lifestyle and identify areas for further improvement
    • understand the importance of leading a healthy lifestyle, be able to contribute to own healthy lifestyle, be able to review the activities undertaken to maintain a healthy lifestyle
    • understand the importance of leading a healthy lifestyle, be able to contribute to own healthy lifestyle, be able to review the activities undertaken to maintain a healthy lifestyle
    • Identify the main components of a healthy lifestyle
    • Describe how regular physical activity supports physical and mental health
    • Plan a balanced, healthy daily meal
    • Carry out a chosen physical activity to improve personal fitness
    • Monitor personal progress in adopting healthy routines
    • Review the impact of healthy living activities on personal well-being
    • Describe the components of a healthy lifestyle relevant to work
    • Identify personal health goals and actions to achieve them
    • Carry out activities to improve own health and well-being
    • Review the effectiveness of chosen activities in maintaining health
    • Explain how healthy habits can enhance employability
    • Describe the components of a healthy lifestyle and their benefits for employability
    • Set personal targets for improving own health and well-being
    • Apply strategies to manage stress and maintain mental well-being in a work context
    • Evaluate the impact of personal health choices on work performance
    • Review and adjust a personal health plan based on reflective practice
    • Describe the key components of a healthy lifestyle, including physical, mental, and social wellbeing.
    • Identify personal health goals that are specific, measurable, and achievable within a set timeframe.
    • Plan and participate in a range of healthy living activities over a defined period.
    • Monitor daily habits using simple tracking methods, such as logs or diaries.
    • Evaluate the impact of undertaken activities on own wellbeing and employability skills.
    • Identify areas for ongoing improvement and set future health targets based on self-assessment.
    • understand the importance of leading a healthy lifestyle, be able to contribute to own healthy lifestyle, be able to review the activities undertaken to maintain a healthy lifestyle
    • understand the importance of leading a healthy lifestyle, be able to contribute to own healthy lifestyle, be able to review the activities undertaken to maintain a healthy lifestyle

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly explaining at least three tangible benefits of a healthy lifestyle (e.g., reduced absenteeism, improved concentration, stress management) specifically tied to employability contexts.
    • Award credit for a detailed, time-bound personal action plan that includes specific and measurable activities (e.g., meal prepping for five days, 30-minute daily walk) with predicted impacts on work readiness.
    • Award credit for a reflective review that honestly evaluates progress against targets, identifies barriers encountered, and proposes realistic adjustments, demonstrating self-awareness and adaptability.
    • Award credit for clear identification of at least three components of a healthy lifestyle (e.g., nutrition, exercise, sleep).
    • Award credit for providing a personal plan that includes measurable actions, timelines, and resources.
    • Award credit for demonstrating self-evaluation with specific examples of successes and challenges.
    • Award credit for demonstrating understanding of the link between healthy living and employability (e.g., reduced absenteeism, improved focus).
    • Award credit for a detailed weekly food and activity diary that includes specific entries over at least seven days
    • Credit given for identifying at least two personal health risks and proposing practical, evidence-based improvements
    • Evidence of setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) health goals
    • Demonstration of reflective practice by noting challenges encountered, adjustments made, and lessons learned
    • Clear linkage between health improvements and enhanced employability (e.g., reduced absenteeism, better concentration)
    • Evidence of a completed personal healthy living plan with clear, realistic targets and timelines.
    • Demonstration of sustained engagement with chosen health-related activities, supported by a log or diary.
    • Application of reflection models (e.g., Gibbs, Kolb) to critically evaluate successes and challenges.
    • Identification of links between healthy living activities and improved employability skills such as time management, resilience, or concentration.
    • Use of feedback from peers or supervisors to validate progress or refine approaches.
    • Clear explanation of at least three components of a healthy lifestyle and their relevance to work
    • Evidence of actively engaging in healthy living activities over a sustained period (e.g., diary, logs, photos)
    • Honest and constructive self-assessment, identifying successes and realistic goals for future health maintenance
    • Linking healthy lifestyle choices to improved concentration, energy levels, or attendance at work
    • Award credit for clearly identifying at least two benefits of leading a healthy lifestyle, such as improved energy levels or better concentration at work.
    • Award credit for providing practical evidence of participation in one or more healthy living activities (e.g., a food diary, exercise log, or stress management record).
    • Award credit for producing a simple reflective review that describes what healthy activities were undertaken and suggests at least one way to improve or maintain them.
    • Award credit for demonstrating an understanding of how a healthy lifestyle can positively impact employability, even in a basic form (e.g., reduced sickness absence).
    • Award credit for clearly identifying at least three key aspects of a healthy lifestyle, such as balanced diet, regular exercise, and adequate sleep.
    • Award credit for producing a simple personal plan that includes specific healthy activities the learner intends to undertake, with realistic timeframes.
    • Award credit for gathering evidence (e.g., a diary, photos, or witness statements) showing consistent participation in the planned healthy activities over a set period.
    • Award credit for a reflective review that honestly evaluates what went well, what was challenging, and suggests one improvement for the future.
    • Award credit for a completed daily activity log that records specific healthy actions, such as meals, exercise, or relaxation
    • Require a reflective statement that links personal actions directly to health improvements, e.g., 'I feel more energetic after walking each day'
    • Check for evidence of understanding that small, consistent changes are more sustainable than extreme measures
    • Ensure candidates can differentiate between healthy and unhealthy choices, using examples relevant to their own life
    • Award credit for a clear description of at least three benefits of healthy living for employment
    • Credit demonstration of planning and implementing a personal health improvement activity
    • Credit evidence of self-reflection, identifying what worked and areas for development
    • Credit for making explicit links between personal health and workplace attributes like attendance and focus
    • Award credit for clearly linking healthy lifestyle choices to workplace performance
    • Expect demonstration of a basic understanding of nutrition, exercise, and sleep
    • Look for evidence of self-assessment, such as a health diary or reflection log
    • Credit given for setting SMART targets related to health improvement
    • Marks awarded for identifying barriers to healthy living and suggesting solutions
    • Award credit for clearly linking planned activities to identified personal health goals.
    • Look for evidence of consistent participation in healthy living activities over time, not just one-off attempts.
    • Credit should be given for honest self-evaluation, acknowledging both successes and challenges.
    • Evidence of understanding how improved health can positively affect work performance and confidence.
    • Accept logs, journals, photo evidence, or witness statements as valid documentation of activities.
    • Award credit for demonstrating an understanding of at least three benefits of a healthy lifestyle, such as improved energy, reduced stress, and enhanced concentration.
    • Credit is given when learners can produce a personal health plan with clear, measurable goals for diet, exercise, and relaxation.
    • Evidence of regular reflection through a log or diary that tracks progress and identifies challenges in maintaining healthy habits.
    • Award credit for clearly explaining at least two ways a healthy lifestyle directly influences the ability to work safely and compassionately in care settings.
    • Award credit for providing specific, realistic examples of planned or undertaken activities addressing physical health, mental wellbeing, and stress management.
    • Award credit for demonstrating a structured review process, including self-assessment of progress, identification of barriers, and planned adjustments to the healthy living plan.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Structure your evidence clearly under three separate headings: Understanding Healthy Living, My Contribution Plan, and Personal Review, to align directly with learning objectives.
    • 💡Use a consistent, dated health diary or log throughout the contribution phase to capture real-time evidence, which will lend authenticity and depth to your final review.
    • 💡Apply the 'SMART' framework (Specific, Measurable, Achievable, Relevant, Time-bound) to your healthy living activities to demonstrate professional planning skills expected by employers.
    • 💡Ensure your evidence log is detailed and includes dates, activities, and reflective comments.
    • 💡Use the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) when crafting your healthy living goals.
    • 💡Clearly reference the impact of your activities on your employability skills, such as time management or resilience.
    • 💡Always relate health improvements directly to employability benefits, such as increased energy, better focus, or reduced sickness absence
    • 💡Use specific, real-world examples from your own experience or simulated workplace scenarios to make your evidence concrete
    • 💡Demonstrate a clear cycle of planning, action, and reflection (e.g., initial assessment, plan, diary, review log) to show continuous improvement
    • 💡Reference relevant health guidelines (e.g., NHS physical activity recommendations) to strengthen the credibility of your arguments
    • 💡For review activities, provide objective evidence like before/after records, feedback from peers, or quantitative data on health markers
    • 💡Maintain a detailed, dated diary of activities, reflections, and any adjustments made, as this will form the core evidence for assessment.
    • 💡Use the SMART framework to set goals and explicitly demonstrate how each goal meets the criteria.
    • 💡Collect a variety of evidence types, such as workout logs, meal plans, meditation app screenshots, and witness statements from work colleagues.
    • 💡When evaluating, apply a recognised reflective model and ensure you address both what went well and what could be improved, including specific next steps.
    • 💡Make the connection to employability explicit: for each activity, note how it might enhance your ability to work effectively, manage stress, or collaborate with others.
    • 💡Keep a daily health journal to record meals, activity, sleep, and mood—this provides strong evidence for review
    • 💡Use photos, videos, or witness statements to prove participation in healthy activities
    • 💡When reviewing progress, be specific: compare what you did with your original plan and describe the impact
    • 💡Link everything back to employability—explain how being healthier makes you a more reliable and productive worker
    • 💡Keep a simple, dated log of any healthy activities you do, with brief notes on how you felt—this makes excellent evidence.
    • 💡When writing your review, use straightforward language and ask yourself: What did I do? What went well? What could I do better next time?
    • 💡Link your healthy lifestyle choices to how they help you at work or in training (e.g., 'walking to college keeps me fit so I can concentrate in class').
    • 💡Ask your tutor or assessor for a template or example if you’re unsure how to present your evidence—following a structure can help you cover all criteria.
    • 💡When planning activities, choose ones that can be easily documented and sustained over the required period to ensure assessment evidence is complete.
    • 💡In the review section, explicitly connect improvements in your healthy lifestyle to skills valued by employers, such as increased energy, better concentration, or improved teamwork.
    • 💡Use the 'Plan-Do-Review' model clearly: state what you planned, show evidence you did it, then discuss the outcomes and adjustments.
    • 💡Keep a simple daily diary with photos of meals and activities to build a strong portfolio of evidence
    • 💡Use the assessment checklist to tick off each learning outcome as you provide evidence
    • 💡Be honest in your reflections; assessors value genuine insight over exaggerated claims
    • 💡Before submission, review your log and ensure you have shown a variety of healthy behaviors over time
    • 💡Include specific, measurable goals in your health action plan
    • 💡Use a diary or log to record activities and reflections
    • 💡Make explicit connections between personal health and work performance
    • 💡Review honestly, noting barriers and how to overcome them
    • 💡Use a reflective journal or portfolio to document your health-related activities and reflections over time
    • 💡When writing about healthy living, always connect it back to how it can improve your job performance and career prospects
    • 💡Practice setting SMART goals for health improvement and show how you reviewed them
    • 💡Include examples from your own experience to personalize your evidence
    • 💡Make sure you understand both physical and mental aspects of health
    • 💡Use the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) to structure health goals and demonstrate planning skills.
    • 💡Always include a reflective commentary that connects your activities to the initial goals and explains what you would do differently next time.
    • 💡Provide a variety of evidence types (e.g., photos, logs, feedback from others) to strengthen the authenticity of your submission.
    • 💡Show progression by comparing your wellbeing at the start and end of the monitoring period, with concrete examples of change.
    • 💡Read the assessment criteria carefully to ensure you cover both the 'doing' and the 'reviewing' aspects of the element.
    • 💡When documenting your healthy living activities, ensure you include specific examples and timescales to demonstrate sustained effort.
    • 💡Link your review of activities directly back to the initial plan, showing what worked, what didn't, and how you adapted.
    • 💡In assessments, always connect healthy living to employability benefits like reduced absenteeism and improved productivity.
    • 💡Embed your healthy living plan and review within a reflective log or diary format, clearly dated and linked to specific care responsibilities in your setting.
    • 💡Directly reference sector-specific guidance (e.g., CQC or NICE) on practitioner wellbeing to strengthen your rationale for actions taken.
    • 💡Use real-life examples: When completing assessments, draw on your own experiences from school, work experience, or volunteering. This shows you can apply skills in practical situations, which is exactly what examiners look for.
    • 💡Read instructions carefully: Many students lose marks by not following task requirements. Take time to understand what is being asked, and check your work against the criteria before submitting.
    • 💡Reflect on your learning: In your portfolio, include thoughtful reflections on what you did well and what you could improve. This demonstrates self-awareness and a commitment to personal development.

    Common Mistakes

    Common errors to avoid in your coursework

    • Discussing health benefits generally without linking them to work performance or employability (e.g., 'exercise is good for the heart' without stating how that improves job stamina).
    • Providing overly vague action plans like 'drink more water' or 'eat healthier' without concrete, timed commitments or measurable outcomes.
    • Submitting a review that merely narrates what was done without critically analyzing why certain activities succeeded or failed, missing the opportunity to show learning.
    • Confusing a general aspiration with a specific, measurable goal (e.g., 'I want to be healthier' vs. 'I will walk 30 minutes each day').
    • Failing to link personal health to professional impact (e.g., not discussing how poor health can affect job performance).
    • Presenting a review that is merely descriptive without critical evaluation of what worked or why.
    • Confusing correlation with causation when linking health to work performance
    • Setting unrealistic or vague health goals without measurable criteria
    • Failing to differentiate between physical and mental health impacts, treating them as separate rather than interconnected
    • Neglecting to review and adjust plans based on progress evidence, resulting in a static approach
    • Providing superficial reflections without analysing underlying reasons for success or failure
    • Focusing exclusively on physical aspects (e.g., exercise, diet) while ignoring mental and emotional wellbeing.
    • Setting overly ambitious goals that are difficult to maintain, leading to discouragement and abandonment of the plan.
    • Providing superficial reflection without analysis, such as simply stating activities were done, without considering impact or learning.
    • Failing to gather tangible evidence (photos, charts, testimonies) to substantiate engagement and progress.
    • Not making a clear connection between individual health practices and broader employability outcomes.
    • Focusing solely on physical exercise while neglecting mental well-being, sleep, or balanced nutrition
    • Providing vague or generic reflections without specific examples or evidence of personal behaviour change
    • Confusing healthy living with short-term dieting rather than sustainable lifestyle habits
    • Learners often confuse healthy living with only diet and exercise, overlooking mental health and wellbeing practices.
    • Evidence provided is vague or not directly linked to the learner's own actions (e.g., copying generic health advice rather than personal records).
    • Reflective accounts lack depth, often just stating 'I did well' without identifying specific areas for improvement.
    • Learners may fail to connect healthy living to employability, viewing it solely as a personal issue.
    • Learners often confuse 'healthy lifestyle' solely with physical health, overlooking mental wellbeing and social connections.
    • Some learners set overly ambitious goals that are not sustainable, leading to incomplete evidence of participation.
    • Students may provide only descriptive accounts of what they did without analysing why it was beneficial or what they learned.
    • A frequent error is failing to link personal healthy living to workplace readiness, missing the employability context of the unit.
    • Making vague claims such as 'I ate healthier' without listing specific foods or portion sizes
    • Confusing total avoidance of certain food groups with balanced eating
    • Failing to link activities to health outcomes, e.g., recording exercise without explaining its benefits
    • Not maintaining a consistent record, resulting in insufficient evidence for assessment
    • Confusing being healthy with only physical fitness, ignoring mental well-being
    • Providing generic advice instead of personalised plans
    • Failing to link healthy living to employability outcomes like attendance and productivity
    • Not reviewing activities critically, just stating they were done
    • Confusing a healthy lifestyle with just physical fitness, ignoring mental health
    • Setting vague goals like 'eat better' without specific, measurable actions
    • Failing to link health to employability, treating it as a personal issue unrelated to work
    • Neglecting to provide evidence of reviewing and adapting health practices
    • Focusing solely on physical exercise or diet while ignoring mental health and stress management.
    • Setting unrealistic goals (e.g., 'run a marathon next week') without considering current fitness levels.
    • Describing activities without reflecting on what was learned or how they felt.
    • Submitting incomplete logs that show a burst of activity at the start but no sustained effort.
    • Confusing being 'busy' with being healthy, and not linking actions to specific wellbeing outcomes.
    • Confusing healthy eating with extreme dieting, overlooking the need for balanced nutrition.
    • Focusing solely on physical aspects and ignoring mental health or stress management.
    • Setting vague goals like 'get healthier' without specifying actionable steps or measurable outcomes.
    • Learners often focus solely on diet and exercise, neglecting mental health, sleep, and hygiene, which are equally critical for care professionals.
    • Failing to connect personal healthy living to professional responsibilities, such as role modelling, infection control, or safeguarding service users.
    • Submitting reflective reviews that are purely descriptive rather than evaluative, without evidence of considering how barriers were overcome or what was learned from the experience.
    • Misconception: Employability skills are only about getting a job, not keeping one. Correction: While these skills help you secure employment, they are equally important for career progression. Employers value employees who can communicate, solve problems, and work in teams throughout their time with the company.
    • Misconception: Teamwork means you always have to agree with others. Correction: Effective teamwork involves respectful disagreement and compromise. It's okay to have different ideas, as long as you discuss them constructively and work towards a solution that benefits the team.
    • Misconception: Self-management is just about being organised. Correction: Self-management also includes emotional regulation, staying motivated, and adapting to change. It's about taking ownership of your actions and continuously improving your performance.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills at Entry 2 level or equivalent, as you will need to read instructions, write short sentences, and handle simple calculations.
    • •Some experience of working with others, such as in group activities at school or in a community setting, to build on teamwork skills.

    Key Terminology

    Essential terms to know

    • understand the importance of leading a healthy lifestyle, be able to contribute to own healthy lifestyle, be able to review the activities undertaken to maintain a healthy lifestyle
    • Healthy Lifestyle Awareness
    • Personal Action Planning
    • Reflective Review
    • Physical and Mental Wellbeing
    • Nutrition and physical activity planning
    • Mental health and stress management
    • Sleep and recovery routines
    • Goal setting for lifestyle change
    • Self-monitoring and reflection
    • Dimensions of holistic health
    • Goal setting and action planning
    • Self-evaluation and reflective practice
    • Overcoming personal barriers
    • Healthy routines for work-life balance
    • Components of a healthy lifestyle
    • Personal responsibility for health
    • Action planning for health improvement
    • Self-review and reflective practice
    • Health and work readiness
    • understand the importance of leading a healthy lifestyle, be able to contribute to own healthy lifestyle, be able to review the activities undertaken to maintain a healthy lifestyle
    • understand the importance of leading a healthy lifestyle, be able to contribute to own healthy lifestyle, be able to review the activities undertaken to maintain a healthy lifestyle
    • Healthy eating fundamentals
    • Physical activity benefits
    • Personal hygiene and self-care
    • Self-monitoring and reflection
    • Goal-setting for lifestyle change
    • Physical activity and nutrition
    • Mental well-being and resilience
    • Self-assessment and goal setting
    • Work-life balance
    • Preventive health measures
    • Personal health awareness
    • Nutrition and exercise planning
    • Mental well-being and stress management
    • Self-reflection and review
    • Work-related health impacts
    • Components of a healthy lifestyle
    • Personal health goal setting
    • Practical healthy living activities
    • Self-review and reflection
    • Maintaining motivation and habit formation
    • understand the importance of leading a healthy lifestyle, be able to contribute to own healthy lifestyle, be able to review the activities undertaken to maintain a healthy lifestyle
    • understand the importance of leading a healthy lifestyle, be able to contribute to own healthy lifestyle, be able to review the activities undertaken to maintain a healthy lifestyle

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