Making the most of leisure time — WJEC-CBAC Other Life Skills Qualification Foundations for Learning Revision

    This element focuses on understanding the value of leisure time and how to use it constructively for health and wellbeing. Learners will identify and parti

    Topic Synopsis

    This element focuses on understanding the value of leisure time and how to use it constructively for health and wellbeing. Learners will identify and participate in a variety of leisure activities, reflecting on their benefits and personal preferences. The practical application equips learners with lifelong skills to manage free time positively, promoting physical and mental fitness.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Making the most of leisure time

    WJEC-CBAC
    vocational

    This subtopic develops learners' ability to recognise and actively engage with their own leisure time, a core component of personal and social well-being. At Entry Level 2, learners explore how they currently spend their free time, participate in a range of leisure activities, and begin to express personal preferences. The focus is on building self-awareness and confidence to make positive choices that support a balanced lifestyle.

    15
    Learning Outcomes
    28
    Assessment Guidance
    28
    Key Skills
    16
    Key Terms
    29
    Assessment Criteria

    Assessment criteria

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

    Topic Overview

    The WJEC Entry Level Certificate in Healthy Living and Fitness (Entry 3) introduces you to the basics of maintaining a healthy lifestyle and improving your fitness. You'll explore what it means to be healthy, including physical, mental, and social wellbeing, and learn how diet, exercise, and lifestyle choices affect your body. This qualification is part of the Foundations for Learning suite, designed to build essential skills for further study or employment.

    In this topic, you'll discover the components of fitness—such as cardiovascular endurance, muscular strength, and flexibility—and how to measure them. You'll also study the principles of training, like frequency, intensity, time, and type (FITT), and learn to create simple fitness plans. Understanding these concepts helps you make informed decisions about your own health and prepares you for more advanced qualifications in sport or health sciences.

    This certificate is important because it gives you practical knowledge you can use every day. Whether you want to improve your own fitness, help others, or pursue a career in health and fitness, the skills you gain here are a solid foundation. The course also develops your ability to follow instructions, work safely, and evaluate your own progress—key skills for life and work.

    Key Concepts

    Core ideas you must understand for this topic

    • →Components of fitness: cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition.
    • →Principles of training: FITT (Frequency, Intensity, Time, Type) and the importance of progression, overload, and rest.
    • →Healthy eating: the Eatwell Guide, macronutrients (carbohydrates, proteins, fats) and micronutrients (vitamins, minerals), and the importance of hydration.
    • →Lifestyle factors: sleep, stress management, smoking, alcohol, and their impact on health and fitness.
    • →Safety in exercise: warm-up, cool-down, correct technique, and avoiding injury.

    Learning Objectives

    What you need to know and understand

    • Identify at least three activities they do during their leisure time
    • Take part in a supervised leisure activity within the learning environment
    • State whether they like or dislike a specific leisure activity and give a simple reason
    • Complete a simple diary or pictogram showing how they spend leisure time over one week
    • Demonstrate the ability to choose a leisure activity from a given set of options
    • Demonstrate an awareness of how they make use of their own leisure time, Be able to take part in leisure activities, Demonstrate an awareness of their likes and dislikes about different activities
    • Understand how to make the best use of their leisure time, Be able to participate in a range of activities, Carry out a review of the activities they have tried
    • Identify at least three leisure activities they regularly take part in
    • Participate actively in a chosen leisure activity with appropriate engagement
    • Express a clear preference for one leisure activity over another, giving a simple reason
    • Demonstrate openness to trying a new or unfamiliar leisure activity under guidance
    • Understand how to make use of their leisure time, Be able to participate in a range of activities, Carry out a review of the activities they have tried
    • Demonstrate an awareness of how they make use of their own leisure time, Be able to take part in leisure activities, Demonstrate an awareness of their likes and dislikes about different activities
    • Understand how to make the best use of their leisure time, Be able to participate in a range of activities, Carry out a review of the activities they have tried
    • Understand how to make use of their leisure time, Be able to participate in a range of activities, Carry out a review of the activities they have tried

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for evidence of engagement in at least two different leisure activities, observed by the assessor
    • Expect learners to produce a simple record (written, pictorial, or verbal) that lists activities done in free time
    • When stating likes/dislikes, look for a clear expression of preference with a basic justification (e.g., ‘I like drawing because it is calm’)
    • Assess ability to follow instructions and cooperate during group leisure sessions
    • Identifies own leisure activities and time spent.
    • Participates in at least two different leisure activities.
    • Expresses likes and dislikes about activities.
    • Shows awareness of how leisure affects wellbeing.
    • Award credit for demonstrating an understanding of leisure time by listing at least three personal activities with clear reasons for choices.
    • Evidence must show active participation in a minimum of two different activities, supported by witness statements or photographic evidence.
    • The review must include a simple evaluation of each activity, mentioning what went well and what could be improved, and a decision on future engagement.
    • Award credit for evidence showing active participation (e.g., photographic evidence, witness statement, completed activity output) rather than passive observation
    • Recognise verbal or non-verbal communication of an activity preference, such as pointing, using a symbol, or stating 'I like...'
    • Accept a simple log, diary entry, or timeline that records personal leisure activities over a set period
    • Look for inclusion of at least one positive and one negative reflection when assessing likes and dislikes
    • Award credit for demonstrating an understanding of what leisure time is and explaining its importance for health and happiness.
    • Evidence must show active participation in at least two different leisure activities, supported by logs, photos, or witness statements.
    • The review should include a simple evaluation of each activity, covering enjoyment, personal benefits, and suggestions for future leisure time use.
    • Look for the ability to connect leisure choices to improved fitness, relaxation, or social interaction.
    • Award credit for providing clear examples of personal leisure activities, including when and where they take place, demonstrating genuine self-awareness.
    • Credit participation in a range of leisure activities, evidenced through observation records or witness statements showing active involvement and appropriate behaviour.
    • Expect learners to clearly express at least two likes and two dislikes about different activities with simple reasons, showing personal reflection and understanding of preferences.
    • Award credit for demonstrating an understanding of the benefits of engaging in leisure activities, such as improved physical health, mental wellbeing, and social connections.
    • Award credit for providing evidence of active participation in a range of leisure activities, which may include a personal log, photographs, or witness statements.
    • Award credit for producing a reflective review that accurately identifies the activities undertaken, personal enjoyment levels, and the potential for future engagement.
    • Award credit for clearly linking the choice of activities to personal health and fitness goals.
    • Identify and list at least two different leisure activities they have access to, with simple explanations of why they chose them.
    • Demonstrate active participation in a minimum of two contrasting activities, evidenced by observation or witness statement.
    • Produce a basic review for each activity, including what they did, how they felt, and whether they would do it again (using words, symbols, or pictures).

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Encourage learners to keep a simple weekly leisure log with pictures or smiley faces to support reflection
    • 💡Use role-play or discussion circles to practise talking about likes and dislikes before final assessment
    • 💡Build confidence by starting with familiar, low-pressure activities before introducing new challenges
    • 💡Remind learners that there is no ‘right’ answer — assessment values honest personal response over conformity
    • 💡Keep a simple diary of activities.
    • 💡Use pictures or symbols to express feelings.
    • 💡Try new activities to broaden experience.
    • 💡Use a diary or logbook to record leisure activities over a set period, capturing dates, durations, and personal reflections.
    • 💡Include photographs, tickets, or witness signatures as evidence to substantiate participation claims.
    • 💡When reviewing, structure responses using simple prompts: 'What I did', 'What I liked', 'What I learned', and 'Will I do it again?'.
    • 💡Maintain a simple, regular record (e.g., weekly log or photo diary) to capture consistent evidence over time
    • 💡Use witness statements from staff or family to corroborate active involvement in activities where direct observation is not possible
    • 💡When evaluating likes and dislikes, guide the learner to use a structure like 'I enjoyed... because...' or 'I didn't like... as...' to add depth
    • 💡Pair practical participation with a short verbal or written reflection immediately after the activity to capture genuine responses
    • 💡Keep a simple diary or log of leisure activities with dates, brief descriptions, and how you felt—this directly supports your evidence and makes review easier.
    • 💡Choose activities that you genuinely enjoy or are curious about; genuine interest leads to better participation and richer reflection.
    • 💡When reviewing, be honest and think about both physical and mental effects—use prompts like 'I liked...', 'I improved...', 'Next time I will...'.
    • 💡Ask a support worker or peer to witness your participation and sign your log, as witness testimony strengthens the portfolio.
    • 💡Maintain a portfolio of evidence including photographs, simple diaries, and witness statements to capture participation and reflection.
    • 💡During discussion, encourage learners to use 'I like... because...' structures to demonstrate personal reasoning.
    • 💡Choose activities that are accessible and varied to allow clear expression of preferences; avoid forcing participation in activities the learner genuinely dislikes without exploring why.
    • 💡Maintain a detailed activity diary throughout the unit, noting dates, durations, and your feelings, to make the review easier and evidence richer.
    • 💡Try a diverse range of activities (e.g., walking, team sports, yoga) to demonstrate breadth and to provide more material for comparison in your review.
    • 💡When writing your review, be honest about what you enjoyed or disliked, and use specific examples from your experiences to support your points.
    • 💡Always link your reflections back to how the activities contributed to your health and fitness, even if you didn't enjoy them all.
    • 💡Keep a simple diary or photo log of activities you try; this will help you remember details for your review.
    • 💡Use a template with smiley faces or emojis to rate your enjoyment, making the review process easier and clearer.
    • 💡When talking about your review, use the 'What-So What-Now What?' model: what you did, why it matters, and what you’d like to try next.
    • 💡Use specific examples from your own experiences or case studies to show you understand how concepts apply in real life. For instance, describe a warm-up you did and explain why each part is important.
    • 💡When answering questions about training plans, always refer to the FITT principle and explain how you would apply each element to improve fitness. This shows you can apply knowledge, not just recall it.
    • 💡Read questions carefully—if it asks for 'two benefits,' give exactly two and explain each briefly. Avoid listing extra points that may not be relevant.

    Common Mistakes

    Common errors to avoid in your coursework

    • Learners may confuse hobbies or chores with leisure and struggle to distinguish between them
    • Struggling to articulate reasons for enjoyment, often offering no justification or a repetitive response
    • Assuming that leisure only includes screen-based or solitary activities, missing out on social or active options
    • Over-reliance on a single preferred activity without trying new ones, limiting their awareness
    • Confusing leisure with routine tasks.
    • Struggling to articulate personal preferences.
    • Focusing only on one type of activity.
    • Confusing leisure time with structured work or education tasks; learners may list compulsory activities instead of voluntary ones.
    • Failing to provide concrete evidence of participation, relying solely on verbal description without supplementary proof.
    • Writing reviews that are purely descriptive rather than evaluative, lacking personal reflection on enjoyment, benefits, or challenges.
    • Confusing 'leisure time' with unstructured free time at school and omitting home or community-based activities
    • Providing a list of activities without evidence of actual participation or reflection
    • Stating preferences without any reasoning or linking them to personal feelings (e.g., 'I like it' without elaboration)
    • Limiting evidence to a single activity type rather than demonstrating variety or willingness to explore
    • Assuming leisure time only means passive activities like watching TV or playing video games, without considering active or creative options.
    • Not fully participating in activities, resulting in weak evidence or inability to produce a meaningful review.
    • Providing a review that is too brief or vague, lacking personal insight or specific examples of what was done and felt.
    • Failing to link leisure activities to health and fitness outcomes, treating them as unrelated to the qualification context.
    • Confusing leisure time with other time, such as work or school commitments, leading to irrelevant examples.
    • Struggling to articulate reasons for likes/dislikes, offering only vague responses like 'it's fun' without detail.
    • Assuming leisure must be passive (e.g., watching TV) and not considering active or social activities as valid leisure.
    • Learners often submit a list of activities without sufficient evidence of participation, rather than providing a log, photos, or witness testimony.
    • Confusing leisure activities with mandatory tasks or structured exercise routines, rather than freely chosen, enjoyable pursuits.
    • Describing activities without reflecting on personal feelings or benefits, missing the evaluation aspect expected in the review.
    • Selecting activities that have little connection to health and fitness, overlooking the unit's focus on well-being.
    • Confusing leisure time with chores, school tasks, or sedentary hobbies, rather than recreational or physical pursuits.
    • Struggling to recall specific details when reviewing activities, leading to vague or incomplete responses.
    • Selecting only one type of activity (e.g., only computer-based) without exploring a range that includes physical, social, or creative options.
    • Misconception: 'Exercise alone is enough to be healthy.' Correction: A balanced diet, adequate sleep, and stress management are equally important for overall health.
    • Misconception: 'You need to exercise every day to get fit.' Correction: Rest days are essential for recovery and preventing injury; the FITT principle includes rest as part of a training plan.
    • Misconception: 'All fats are bad for you.' Correction: Unsaturated fats (e.g., from nuts, avocados, fish) are essential for health, while saturated and trans fats should be limited.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of the human body (e.g., heart, lungs, muscles) from Key Stage 2 or 3 science.
    • •Familiarity with simple measurements like time, distance, and counting repetitions.
    • •Ability to follow simple instructions and work safely in a practical environment.

    Key Terminology

    Essential terms to know

    • Identifying personal use of leisure time
    • Active participation in leisure pursuits
    • Evaluating likes and dislikes of activities
    • Benefits of leisure for well-being
    • Making informed leisure choices
    • Demonstrate an awareness of how they make use of their own leisure time, Be able to take part in leisure activities, Demonstrate an awareness of their likes and dislikes about different activities
    • Understand how to make the best use of their leisure time, Be able to participate in a range of activities, Carry out a review of the activities they have tried
    • Self-awareness of leisure habits
    • Active participation in activities
    • Evaluating personal preferences
    • Exploring new leisure options
    • Health and well-being benefits
    • Understand how to make use of their leisure time, Be able to participate in a range of activities, Carry out a review of the activities they have tried
    • Demonstrate an awareness of how they make use of their own leisure time, Be able to take part in leisure activities, Demonstrate an awareness of their likes and dislikes about different activities
    • Understand how to make the best use of their leisure time, Be able to participate in a range of activities, Carry out a review of the activities they have tried
    • Understand how to make use of their leisure time, Be able to participate in a range of activities, Carry out a review of the activities they have tried

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