Healthy Living — WJEC-CBAC Other Life Skills Qualification Foundations for Learning Revision

    This element develops learners' understanding of the essential components of a healthy lifestyle, such as balanced eating, personal hygiene, physical activ

    Topic Synopsis

    This element develops learners' understanding of the essential components of a healthy lifestyle, such as balanced eating, personal hygiene, physical activity, sleep, and emotional wellness. It encourages practical application by requiring learners to identify and demonstrate how their own daily routines and choices actively support their physical and mental health.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Healthy Living

    WJEC-CBAC
    vocational

    This topic covers healthy living, including balanced diet, personal hygiene, fitness, safe sex, and the impact of alcohol and drug abuse on a healthy lifestyle.

    32
    Learning Outcomes
    45
    Assessment Guidance
    47
    Key Skills
    30
    Key Terms
    54
    Assessment Criteria

    Assessment criteria

    WJEC Entry Level Award in Personal and Social Development (Entry 2)
    WJEC Entry Level Certificate in Personal and Social Development (Entry 2)
    WJEC Entry Level Award in Personal and Social Development (Entry 3)
    WJEC Entry Level Certificate in Personal and Social Development (Entry 3)
    WJEC Entry Level Award in Independent Living (Entry 2)
    WJEC Entry Level Certificate in Independent Living (Entry 3)
    WJEC Entry Level Award in Independent Living (Entry 3)
    WJEC Entry Level Certificate in Independent Living (Entry 2)
    WJEC Entry Level Diploma in Independent Living (Entry 3)
    WJEC Entry Level Diploma in Independent Living (Entry 2)
    WJEC Entry Level Certificate in Healthy Living and Fitness (Entry 3)
    WJEC Entry Level Award in Healthy Living and Fitness (Entry 2)
    WJEC Entry Level Certificate in Healthy Living and Fitness (Entry 2)
    WJEC Entry Level Award in Healthy Living and Fitness (Entry 3)

    Topic Overview

    The WJEC Entry Level Diploma in Independent Living (Entry 2) is a vocationally-related qualification designed to help learners develop the essential skills and knowledge needed to live more independently. This diploma covers a range of practical topics, including personal care, managing money, cooking, and using public transport. It is ideal for students who are preparing for adulthood and want to build confidence in everyday tasks.

    This qualification is part of the Foundations for Learning suite, which focuses on developing functional skills and personal development. By studying this diploma, you will learn how to make informed decisions about your health, safety, and daily routines. The course is assessed through a portfolio of evidence, meaning you will demonstrate your abilities through real-life tasks and activities, rather than traditional exams.

    Mastering independent living skills is crucial for transitioning to further education, employment, or supported living. This diploma not only teaches practical skills but also promotes self-advocacy and problem-solving. It is a stepping stone to higher-level qualifications, such as the Entry Level 3 Diploma, and helps you become more self-reliant in your community.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal care: Understanding hygiene routines, dressing appropriately, and managing health needs.
    • →Money management: Budgeting, recognising coins and notes, and making simple transactions.
    • →Food preparation: Planning meals, using kitchen equipment safely, and following simple recipes.
    • →Travel skills: Reading timetables, using public transport, and staying safe when out.

    Learning Objectives

    What you need to know and understand

    • Know what is needed to lead a healthy lifestyle, Understand the importance of a balanced diet, Understand the importance of personal hygiene, Understand the importance of personal fitness, Understand the meaning of the term ‘safe sex’, Be able to understand the impact of alcohol and drug abuse on a healthy lifestyle
    • Identify key components of a healthy lifestyle, such as diet, exercise, and hygiene.
    • Describe how personal daily activities support their own physical and mental health.
    • Demonstrate a simple healthy living practice, such as preparing a nutritious snack or completing a fitness activity.
    • Review the impact of a chosen healthy living activity on their overall wellbeing.
    • Recognise the importance of a balanced lifestyle for personal development.
    • Recognise the steps needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Understand what is needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Recognise the steps needed to lead a healthy lifestyle
    • Demonstrate how they contribute to own healthy lifestyle
    • Identify healthy food choices and the importance of hydration
    • Describe the benefits of regular physical activity
    • Explain why personal hygiene is important for health
    • Identify ways to manage stress and promote emotional wellbeing
    • Understand what is needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Recognise the steps needed to lead a healthy lifestyle
    • Demonstrate how they contribute to own healthy lifestyle
    • Identify healthy food choices and meal planning basics
    • Outline the importance of regular exercise and personal care
    • Describe how good sleep and stress management support independence
    • Identify components of a healthy lifestyle (hygiene, diet, exercise, rest).
    • Describe how to incorporate healthy habits into a daily routine.
    • Demonstrate one personal hygiene practice correctly.
    • Select healthy food options from a given list.
    • Explain the benefits of regular physical activity.
    • Reflect on own current lifestyle and identify areas for improvement.
    • Recognise the steps needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Understand what is needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Understand what is needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Know what is needed to lead a healthy lifestyle, Understand the importance of maintaining a balanced diet, Understand the importance of personal hygiene, Understand the importance of maintaining a personal fitness routine, Understand safe sex, Understand the impact of alcohol and drugs on a healthy lifestyle
    • Understand the importance of leading a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle, Review the activities undertaken to maintain a healthy lifestyle
    • Recognise the steps needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Identify components of a balanced diet.
    • Explain the importance of personal hygiene.
    • Describe benefits of regular physical fitness.
    • Define 'safe sex' and its importance.
    • Discuss effects of alcohol and drug abuse on health.
    • Award credit for correctly naming at least two aspects of a healthy lifestyle (e.g., eating fruit, washing hands).
    • Look for evidence of the learner linking a specific personal action to a health benefit (e.g., ‘I brush my teeth to keep them clean’).
    • Assess the practical demonstration against a simple criterion, such as completing a physical activity safely or preparing food with appropriate hygiene.
    • Credit should be given for reflecting on how an activity made them feel, using basic descriptive language.
    • Responses that show an understanding that healthy choices impact personal wellbeing should be acknowledged, even if superficially expressed.
    • Award credit for clearly listing at least three distinct steps to a healthy lifestyle (e.g., eating a balanced diet, exercising regularly, getting enough sleep).
    • Assessor must look for specific, personal examples evidencing how the learner contributes to each step (e.g., 'I walk to school daily' rather than generic statements).
    • Evidence must show the learner can explain the link between their actions and positive health outcomes, demonstrating understanding of cause and effect.
    • Award credit for identifying at least three key elements of a healthy lifestyle (e.g., diet, exercise, sleep, mental wellbeing).
    • Award credit for providing a personal example of how they contribute to their own healthy lifestyle, such as describing a weekly exercise activity or a healthy meal they prepare.
    • Award credit for showing understanding of the benefits of a specific healthy habit, linking it directly to personal wellbeing and daily life.
    • Award credit for correctly listing at least three distinct steps to a healthy lifestyle (e.g., eating fruit and vegetables, walking daily, washing hands).
    • Credit given for providing personal, real-life examples that show application of healthy steps, such as a sample daily routine or food diary.
    • Look for evidence that the learner can explain why each step is important, not just name it, e.g., linking handwashing to preventing illness.
    • Evidence of linking personal actions directly to own health outcomes is key, e.g., 'I go for a walk to keep my heart strong.'
    • Award credit for clearly identifying at least three components of a healthy lifestyle (e.g., eating fruit and vegetables, exercising, getting enough sleep) with simple, accurate explanations.
    • Award credit for providing specific examples from their own life that show how they personally contribute to each component (e.g., 'I walk to the shops three times a week' or 'I help choose healthy snacks').
    • Award credit for using a personal diary, photo evidence, or witness statement to demonstrate consistent engagement with healthy activities over a period of time.
    • Award credit for clearly listing at least three specific steps for healthy living (e.g., eating fruit, brushing teeth, walking daily).
    • Look for practical examples that link personal actions to health outcomes (e.g., 'I go to bed early so I have energy for college').
    • Evidence should show the learner can reflect on their own habits without requiring perfection—acknowledge effort and personal context.
    • Accept visual evidence, verbal explanations, or supported written work where the learner demonstrates understanding of cause and effect.
    • Award credit for identifying at least three different aspects of a healthy lifestyle.
    • Accurately following steps for hand washing or personal grooming.
    • Providing a simple explanation of why a chosen habit is healthy.
    • Correctly sorting food items into healthy and less healthy categories.
    • Participation in a physical activity session and stating one benefit.
    • Award credit for demonstrating understanding of a balanced meal plan by listing food groups and giving examples.
    • Award credit for providing evidence of participating in a physical activity session and explaining its benefits.
    • Award credit for identifying personal hygiene routines and showing how they are carried out independently or with minimal support.
    • Award credit for explaining how a healthy lifestyle step contributes to their own physical or mental well-being, using specific examples.
    • Award credit for correctly identifying at least three key aspects of a healthy lifestyle (e.g., eating fruit, washing hands, being active).
    • Assessors should look for evidence of the learner making a clear connection between a healthy practice and its benefit, such as 'I brush my teeth to keep them clean and stop holes'.
    • Credit must be given when the learner provides a personal example that is specific and reflects genuine daily habits, not just a list of generic actions.
    • When observing practical demonstrations, look for the learner independently performing a health-related task (e.g., choosing a healthy snack) and explaining why it is good for them.
    • Award credit for identifying at least three elements of a healthy lifestyle (e.g., eating vegetables, being active, getting enough sleep).
    • Award credit for giving specific, personal examples of how they contribute to each identified element (e.g., 'I walk the dog every day', 'I brush my teeth before bed').
    • Award credit for explaining in simple terms why each healthy habit is important (e.g., 'Brushing teeth stops them from hurting').
    • Award credit for using a simple record, such as a checklist or diary, to evidence their own healthy routines over a set period.
    • Award credit for identifying key components of a healthy lifestyle, such as a balanced diet, personal hygiene, and regular exercise.
    • Expect learners to provide simple explanations of why personal hygiene (e.g., handwashing) and a balanced diet (e.g., eating fruit and vegetables) are important.
    • Credit should be given for demonstrating awareness of safe sex practices, such as using condoms to prevent infections.
    • Assessors should look for recognition that alcohol and drugs can have harmful effects on the body and mind.
    • Award credit for clearly identifying at least two personal healthy living activities (e.g., eating fruit, walking to school, brushing teeth) with simple explanations of why they are healthy.
    • Look for evidence of consistent participation over a short period, such as a completed daily log or dated photos showing the learner engaged in the activity.
    • Reward basic self-review statements that mention what went well and one thing they might improve, even if only verbal or drawn.
    • Award credit for accurately listing at least three specific steps (e.g., eating five portions of fruit and vegetables daily, walking 30 minutes a day, sleeping 8 hours per night) without prompts.
    • Require clear, concrete examples of how each chosen step is personally practiced (e.g., ‘I eat an apple with breakfast’ rather than ‘I eat fruit’).
    • Expect a simple self-evaluation linking the action to a health benefit (e.g., ‘Walking makes my legs stronger and gives me energy’).

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use the Eatwell Guide to explain balanced diet.
    • 💡Link hygiene to prevention of infections.
    • 💡Discuss real-life scenarios for alcohol and drug impacts.
    • 💡Use personal examples from your own daily routine to illustrate understanding, as assessors value authentic reflection.
    • 💡When demonstrating a healthy living activity, follow any given steps carefully and explain your actions as you go, if permitted.
    • 💡In the review section, structure your answer by stating what you did, why it was healthy, and how it made you feel, to cover all marking points.
    • 💡Use a simple diary, log, or photographic evidence to record real instances of healthy choices over a set period; this provides concrete proof for assessment criteria.
    • 💡Always link each action back to a recognised health guideline or step, for example, 'I drink water with meals to meet the recommended daily fluid intake'.
    • 💡Include reflections on how you overcame challenges to maintain healthy habits, as this shows deeper understanding and personal ownership.
    • 💡Use the portfolio to include photo evidence of practical activities, such as preparing a healthy snack or doing a physical activity.
    • 💡Keep a simple diary or log of daily health-related actions to provide concrete evidence of contribution.
    • 💡Refer to the specific aspects of a healthy lifestyle (diet, exercise, sleep, wellbeing) in any written answers to ensure full coverage.
    • 💡Use practical, everyday examples from your own life to show how you follow healthy practices—centre the evidence on what you actually do.
    • 💡Remember to cover all areas: food, movement, cleanliness, and feeling good mentally; balance is key to a strong response.
    • 💡Keep a simple personal diary or checklist in the weeks before the assessment to help recall your routines and actions.
    • 💡Always relate healthy living concepts directly to your own routines and choices; use 'I' statements to show personal contribution, e.g., 'I choose to drink water instead of fizzy drinks.'
    • 💡Keep a simple log or gather photos over a week to provide concrete evidence of your healthy actions, as statements alone may not be sufficient for assessment.
    • 💡When explaining benefits, break them down into how it makes you feel now and how it helps your body in the long term, showing deeper understanding beyond repetition of facts.
    • 💡Use a simple diary, photo log, or checklist to capture real examples of your healthy choices over time—assessors value authentic personal evidence.
    • 💡Practice explaining your routines out loud; you do not need to write long answers if verbal testimony or supported statements are allowed.
    • 💡Keep your examples manageable and honest—small, consistent steps are better than claiming an unrealistic perfect lifestyle.
    • 💡Always connect each step to a benefit or reason, even with ‘because’ statements, to show understanding of why it matters.
    • 💡Keep a daily routine diary to present as evidence; it shows self-reflection.
    • 💡Practice describing healthy habits in simple sentences before the assessment.
    • 💡Use pictures or visual aids to support your answers if needed.
    • 💡Ask for help if unsure about how to demonstrate a skill.
    • 💡Use a personal diary or log to record healthy lifestyle activities over a period of time to strengthen portfolio evidence.
    • 💡Link each healthy living step to a specific benefit for your own life, such as improved energy or mood.
    • 💡When demonstrating, ensure you show both knowledge and practical application, like preparing a healthy snack rather than just describing it.
    • 💡Build a portfolio of varied evidence: use photographs, annotated witness statements, and simple diary entries to capture real-life healthy practices.
    • 💡When documenting written tasks, encourage learners to use straightforward sentences that directly answer the question, e.g., 'I eat an apple for snack because it has vitamins.'
    • 💡Prepare for practical assessments by rehearsing short explanations of why certain routines are healthy, making it easier to demonstrate understanding during observations.
    • 💡Ensure all evidence is clearly dated and linked to specific learning outcomes, as assessors need to see consistent application over time, not one-off instances.
    • 💡Use a simple tick-sheet or smartphone app to note down your daily healthy choices – this makes it easy to collect evidence.
    • 💡Always give examples from your own life, no matter how small (e.g., 'I choose water instead of fizzy drinks' is just as valid as joining a sports team).
    • 💡Think about your whole day – morning, school time, after school, and evening – to spot all the healthy things you already do.
    • 💡If you are unsure, ask a family member or friend to help you remember what you do regularly to stay healthy.
    • 💡Use simple, clear language and real-life examples from your own routine to demonstrate understanding.
    • 💡For portfolio evidence, include labelled diagrams or photographs to support written explanations (e.g., a weekly meal plan or hygiene steps).
    • 💡Focus on practical actions you can take, not just theoretical knowledge.
    • 💡Collect real-life evidence early: photos, short videos or witness statements from family/carers showing you doing the activity make the strongest case.
    • 💡Use a simple diary format with smiley faces or stickers alongside written comments – this counts as valid reflection and is accessible for Entry 2.
    • 💡Remember that assessors are looking for your own contribution, so always use ‘I’ statements (e.g., ‘I walk the dog every day because…’) instead of talking about people in general.
    • 💡In the recognition task, use a mind map or bullet-point list to brainstorm all possible steps before selecting your strongest examples to present.
    • 💡For the demonstration, keep a simple weekly diary or reflective log as evidence, noting exactly what you did, when, and how you felt, to show consistent application.
    • 💡Tip 1: Use photographs or witness statements as evidence for practical tasks. This shows the examiner you can apply skills in real-life contexts.
    • 💡Tip 2: Break down each task into steps. For example, when making a hot drink, list: boiling water, adding milk, stirring. This demonstrates thorough understanding.
    • 💡Tip 3: Reflect on your learning in your portfolio. Write a short sentence about what went well and what you would do differently next time.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing 'balanced diet' with dieting for weight loss.
    • Overlooking mental health aspects of healthy living.
    • Minimising risks of alcohol and drug misuse.
    • Confusing ‘healthy’ with extreme dietary restrictions or intense exercise, rather than balance and moderation.
    • Failing to connect daily habits (like handwashing) to broader health concepts, seeing them as unrelated chores.
    • Struggling to articulate the personal benefits of activities, instead only repeating general statements like ‘it’s good for you’.
    • Assuming that reviewing activities only means saying whether they liked them, rather than evaluating their impact on health.
    • Focusing solely on physical health (e.g., diet and exercise) while neglecting mental and social wellbeing components.
    • Providing vague or generic statements like 'I try to eat healthily' without concrete, verifiable actions.
    • Confusing the step (an action) with the outcome (a result), for example saying 'I am fit' instead of explaining how they achieve fitness.
    • Confusing 'healthy lifestyle' with only physical health, neglecting mental and social aspects.
    • Assuming that a healthy lifestyle requires extreme changes, rather than small, sustainable adjustments.
    • Failing to provide specific personal examples, instead giving general or vague statements.
    • Focusing only on diet and exercise while neglecting other aspects like sleep, hygiene, or mental health.
    • Confusing 'healthy' with being restrictive, such as believing all fats are bad or skipping meals to be healthy.
    • Struggling to provide personal, specific examples and instead giving only vague or generic answers like 'I am healthy.'
    • Listing generic healthy activities without linking them to personal action or understanding, such as simply saying 'exercise is good' without explaining what they do.
    • Confusing what constitutes a balanced diet, often focusing only on avoiding 'unhealthy' foods rather than including a variety of food groups in appropriate proportions.
    • Overlooking mental and emotional health aspects, treating healthy living purely as physical, thereby missing opportunities to evidence activities like relaxation or social engagement.
    • Confusing healthy choices with restrictive or extreme diets, rather than balanced, everyday habits.
    • Overlooking the role of mental health and relaxation, focusing only on physical health.
    • Struggling to connect personal actions to specific health benefits—e.g., not linking handwashing to preventing illness.
    • Listing steps without indicating how they personally carry them out, missing the reflective ‘demonstrate’ aspect.
    • Confusing what constitutes a balanced diet (e.g., thinking that avoiding all fats or sugars is necessary).
    • Overlooking the importance of sleep and rest as part of a healthy lifestyle.
    • Focusing solely on diet and exercise while ignoring mental well-being.
    • Confusing a 'diet' with temporary restrictive eating rather than a sustainable balanced eating pattern.
    • Overlooking the importance of mental well-being as part of a healthy lifestyle.
    • Failing to provide specific personal examples, instead giving generic or copied answers.
    • Learners often focus solely on food, overlooking other vital aspects like hygiene, sleep, or emotional wellbeing.
    • Confusing ‘healthy’ with ‘unhealthy’ choices, for instance, thinking fruit squash is as healthy as water because it contains fruit.
    • Providing rote answers without personal relevance, such as repeating general advice but failing to apply it to their own life.
    • Struggling to articulate the ‘why’ behind a healthy action, leading to vague statements like ‘it makes you strong’ without linking to the actual benefit.
    • Focusing on only one aspect of health, such as diet or exercise, and ignoring other important elements like hygiene, sleep or emotional wellbeing.
    • Listing general healthy activities without linking them personally (e.g., stating 'people should exercise' rather than 'I play football on Saturdays').
    • Failing to understand that healthy living is about daily habits and not just occasional actions.
    • Confusing 'being healthy' with 'not being ill', missing the positive, proactive aspects of wellbeing.
    • Confusing a healthy diet with simply 'eating less' rather than eating a variety of foods from all groups.
    • Believing that personal hygiene is only about appearance, rather than health.
    • Holding misconceptions that all forms of exercise require gym equipment or are strenuous.
    • Assuming that small amounts of alcohol or 'soft' drugs are harmless.
    • Learners often focus solely on food and exercise, overlooking sleep, hygiene, hydration or emotional wellbeing as part of healthy living.
    • Many describe healthy activities in a generic way without linking them to their own actual behaviour, making evidence less personal and less credible.
    • Some struggle to differentiate between a one-off activity and a sustained habit, so they fail to show maintenance over time.
    • Confusing a one-off activity with a consistent lifestyle habit (e.g., stating ‘I went swimming once last month’ rather than ‘I swim every Tuesday’).
    • Describing only diet without including physical activity, sleep, or hygiene, or vice versa, showing an incomplete view of health.
    • Failing to personalize the steps, instead repeating generic advice from a poster without saying ‘I do this by…’.
    • Misconception: Independent living means doing everything alone. Correction: It's about knowing when to ask for help and using support networks effectively.
    • Misconception: Budgeting is only about saving money. Correction: Budgeting also involves prioritising spending and understanding needs vs. wants.
    • Misconception: Cooking is just following a recipe. Correction: It includes planning, hygiene, and adapting recipes based on available ingredients.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic communication skills (speaking and listening at Entry 1 level).
    • •Simple number recognition (e.g., counting to 10, recognising numbers on a bus).
    • •Familiarity with everyday routines (e.g., getting dressed, eating meals).

    Key Terminology

    Essential terms to know

    • Know what is needed to lead a healthy lifestyle, Understand the importance of a balanced diet, Understand the importance of personal hygiene, Understand the importance of personal fitness, Understand the meaning of the term ‘safe sex’, Be able to understand the impact of alcohol and drug abuse on a healthy lifestyle
    • Personal health and wellbeing
    • Daily routines for healthy living
    • Self-reflection and review
    • Making positive lifestyle choices
    • Recognise the steps needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Understand what is needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Components of a healthy lifestyle
    • Personal responsibility for health
    • Physical wellbeing and exercise
    • Nutrition and hydration choices
    • Personal hygiene routines
    • Mental and emotional self-care
    • Understand what is needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Balanced diet and hydration
    • Physical activity and movement
    • Personal hygiene routines
    • Sleep and rest patterns
    • Mental wellbeing and relaxation
    • Personal Hygiene
    • Balanced Diet
    • Physical Activity
    • Mental Well-being
    • Daily Routine Self-care
    • Recognise the steps needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Understand what is needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Understand what is needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle
    • Know what is needed to lead a healthy lifestyle, Understand the importance of maintaining a balanced diet, Understand the importance of personal hygiene, Understand the importance of maintaining a personal fitness routine, Understand safe sex, Understand the impact of alcohol and drugs on a healthy lifestyle
    • Understand the importance of leading a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle, Review the activities undertaken to maintain a healthy lifestyle
    • Recognise the steps needed to lead a healthy lifestyle, Demonstrate how they contribute to own healthy lifestyle

    Ready to learn?

    AI-powered learning tailored to this unit

    Related Topics in WJEC-CBAC vocational Foundations for Learning

    Sustainable Tourism

    View Topic

    Sustainable Tourism

    View Topic

    Sustainable Tourism

    View Topic

    Sustainable Tourism

    View Topic