Skills for Life: Democracy In Action
Democracy in Action is an Open Awards Skills for Life unit offered at five levels, each worth 2 credits and 20 guided learning hours, on democracy, rights, informed choices and debate, with a mock democratic event at Level 1 and Level 2. It is assessed through centre-designed tasks with portfolio evidence. Digital demand is low: the spec lists Digital as a cross-curricular skill and names online articles, social media and a basic digital voting tool, but every digital source is offered alongside printed sources and no criterion requires a device.
- 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 (CBM041): Five assessment criteria: give examples of choices and identify how choices differ between people, give examples of basic rights, take part in a vote (a hand up, a token or a basic digital voting button) and take part in a simple discussion about a school topic. Suggested tasks are pointing, a simple practical vote, a simple discussion and simple statements. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Entry Level 2 (CBM042): Six assessment criteria: state basic features of democracy, identify ways people participate, recognise rights and responsibilities, give examples of how to make an informed choice, state a preference and take part in a guided debate on a familiar topic. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Entry Level 3 (CBM043): Six assessment criteria: give examples of rights and responsibilities in school, identify key features of a democratic vote, describe factors that influence how people vote (media, family, friends, research), collect information from different sources to inform a decision, take part in a structured debate using a relevant argument and reflect on own participation. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Level 1 (CBM044): Seven assessment criteria: list key political rights, describe the difference between democratic and non-democratic systems, research a local issue and present findings with an informed opinion, debate using prepared arguments, and prepare and lead a democratic activity such as a mock election with polling booths, a register and ballot papers. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
- Level 2 (CBM045): Twelve assessment criteria: explain the separation of powers, summarise legal and political rights under current legislation, evaluate how they differ in another country and analyse their effect on individuals, plan and carry out research into a current national issue, evaluate findings with an informed opinion and facilitate a debate, then debate with prepared arguments and prepare and lead a democratic activity. Provider-designed tasks, portfolio evidence, 2 credits, 20 guided learning hours.
The digital skills in this qualification
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Researching an issue using online and media sources
Entry Level 3 learners collect information from different sources to inform a decision, for example researching a topic in the media. Level 1 learners research an issue affecting the local area, and Level 2 learners plan and research a current national issue using sources such as books, media and social media. The criteria require research from different sources but do not require them to be digital, so the online part is a teaching choice, supported by the internet access and online articles listed in the resources.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils use a news website to find three facts about a local recycling scheme and note the site and date for each.
- Year 8
- Pupils search for information on a school phone ban using two different sets of keywords and record which search gave more useful results.
- Year 9
- Pupils research a Welsh national issue such as votes at 16 from a news site, a government page and a social media post, and rank the sources for reliability.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 3 AC 2.3 (page 17); Level 1 AC 3.1 (page 20); Level 2 AC 3.1 to 3.2 (page 23); Physical Resources (page 6)
“research the issue using different sources such as books, texts, media, social media, speaking to different people”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can begin to reference sources used in my work, and consider if content is reliable.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
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Thinking critically about how media and social media influence opinions
Entry Level 3 learners describe factors that can influence how people vote, with media named first among the examples. Level 2 learners use media and social media in their research, evaluate their findings with an informed opinion and debate different viewpoints. Media influence is one example of the required factors, so the digital focus is taught rather than required.
DCF: Identity, image and reputation, Health and well-being, Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils look at two social media posts about a school council candidate and discuss how each might change a voter's mind.
- Year 8
- Pupils compare how a news website and a campaign video present the same local decision, and list the words chosen to persuade.
- Year 9
- Pupils track one political story across a news site and two social media accounts for a week, and write how the framing differs.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 3 AC 2.2 (page 17); Level 2 AC 3.2 to 3.4 (page 23)
“Describe factors that can influence how people vote”
Progression step 3
I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.
I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.
Progression step 4
I can reflect on the role of digital media in my life and habits.
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
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Producing materials to present findings and run a vote
Level 1 learners present research findings with an informed opinion, for example as a bulleted list, a short report or a poster showing different viewpoints, and prepare materials for a democratic activity, such as designing and printing official-style ballot papers. At Entry Level 1 a vote may be shown by using a basic digital voting tool. Presentation and materials are required, but making them digitally is a choice for the centre.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils design a ballot paper for a class vote in a word processor, with candidate names, clear instructions and a box to mark.
- Year 8
- Pupils make a digital poster that shows two viewpoints on school lunch prices with a heading, images and a balanced layout.
- Year 9
- Pupils produce a short slide presentation of research on a local issue, ending with their own opinion and the evidence behind it.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 1 AC 2.2 (page 11); Level 1 AC 3.1 to 3.2 and AC 5.1 (page 20)
“designing and printing official-style ballot papers”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can ensure my output is appropriate for specific purposes.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can explore and develop a range of formal text document structures for different audiences and purposes.
Good to know
- Each level is a separate unit with its own code (CBM041, CBM042, CBM043, CBM044, CBM045). Every level carries the same size: "Credit Value: Two (2)" and "Guided Learning Hours: 20" (Unit Content tables, pages 10 to 22), so the Level 2 unit is no bigger than the Entry Level 1 unit.
- Only one level counts in a qualification: "with the exception of British Sign Language (BSL), units with the same title at different levels are barred for completion within the same qualification" (Level 1 Qualification Guide, Qualification Units, page 17). It sits in the Skills for Life group, and qualifications need 60 (Award), 120 (Certificate) or 240 (Diploma) guided learning hours (Rules of Combination, page 15).
- Units from Pearson, WJEC or Agored Cymru with the same title cannot be swapped in: "Units certificated by other Awarding Organisations, or units taken from other Open Awards qualifications, cannot contribute to the achievement of this qualification." (Units from Other Awarding Organisations, page 3).
- The centre writes the tasks: the unit is "designed to be assessed through assessment tasks and activities designed by the provider", with pre-course verification of the tasks (Assessment Approach, page 7), and "providers must have an approved Delivery and Assessment Plan" before delivery (Delivery Requirements, page 5).
- There is no partial credit: "All assessment criteria must be met in full for the learner to be awarded a 'pass'." Results are internally quality assured by the centre and externally quality assured by Open Awards (Assessment Approach, page 7).
- Evidence goes in a portfolio, paper or digital: "Learners are required to collate evidence in a portfolio of evidence." and "Wherever possible, e-portfolios are encouraged." (Assessment Approach, page 7).
- The unit specification says nothing about AI tools, plagiarism or referencing. It "must be read and applied alongside the relevant Qualification Guide (level-specific) and the Open Awards Provider Handbook" (Qualification Documentation, page 3), so those documents set the rules.
- No prior learning is needed, but "the provider must complete robust initial assessments" to place each learner at the right level (Entry Requirements, page 6).
- Digital equipment is modest: "access to a computer or laptop for digital resources", "access to current media sources (news, online articles)" and "simple research tools (internet access, printed sources)" (Physical Resources, pages 5 to 6). Printed sources are named as an alternative throughout, so no criterion depends on a device.
- Level 1 and Level 2 both require a practical democratic event: learners "Prepare the materials and environment for a democratic activity" and "Lead the activity", for example "setting up private polling booths" and "preparing a register of voters" (Level 1 AC 5.1 to 5.2, page 20).
- Staff must handle controversy well: they must "be able to facilitate discussion, debate and differing viewpoints in a balanced, inclusive and respectful manner" (Staffing Resources, page 5). Level 2 national issues include child poverty, NHS waiting times in Wales and devolution (page 23).
- There are drafting slips: Level 1 is headed "Level: Un (1)" (page 19); Entry Level 1 gives two criteria as "AC 2.1" (page 11); Entry Level 3 says "Learners must collection information" (page 17); and Level 2 LO4 and LO5 repeat the Level 1 debate and democratic activity outcomes with no indicative content of their own (page 22).
Links with other qualifications
The Pearson Skills for Life unit Democracy in Action covers rights, voting and informed decisions in 10 guided learning hours; the Open Awards version is 20 hours at every level and adds a practical democratic event at Level 1 and Level 2, where learners set up polling booths, prepare a register and ballot papers and lead the vote, plus the separation of powers and comparison with another country at Level 2. Rights, participation, the Senedd, Welsh Government and the courts link most closely with GCSE Social Studies, with GCSE History for how devolution came about, and with the Skills Challenge Certificate community challenge. Researching local and national issues and debating them support GCSE English Language and GCSE Cymraeg. Within the Open Awards suite the unit pairs with Community Participation, Equality, Diversity and Inclusion and Ethical Choices, and the research and media judgement it asks for build on Using IT in the Workplace.
Source: Open Awards Skills for Life Unit Specification, Democracy in Action, Entry Level 1 to Level 2.