DCF Cymru Digital competence for Wales

← All qualifications

Skills for Life: Democracy In Action

Democracy in action is a 20 hour Skills for Life unit about who makes decisions locally and nationally in Wales, how people can have their say, and how to research, debate and decide on a political or local issue. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Digital demand is low: no criterion requires technology. Digital work sits in researching an issue from official, news and social media sources, then judging how credible they are, knowing online ways to have a say, and optional digital presentations or survey data.

Awarding body
WJEC
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of digital work
Low
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Three learning outcomes (decision makers who represent others, ways people share their views, taking part in a group discussion or debate) with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: Four learning outcomes (what democracy means, how people participate, researching, presenting and discussing viewpoints on an issue, making an informed decision) with assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

The digital skills in this qualification

  1. Researching an issue from online and official sources

    Assessed: In coursework (non-examination assessment, NEA)

    At Level 1 learners identify information from source material on a chosen political or local issue, and at Level 2 they analyse it. The amplification suggests Senedd and UK Government sources, news and media, and digital and social media, so most learners will search online, although the criteria do not insist that the sources are digital.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils search the Senedd Youth Parliament website for one issue young people campaigned on and bookmark two pages about it.
    Year 8
    Pupils compare search results for a local issue such as a bus route cut using different keywords, then save the three most useful pages in a shared folder.
    Year 9
    Pupils gather information on a council decision from the council website, a local news site and a social media post, and note what each source says in a table.
    Show the specification wording and the DCF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criterion 3.1, page 6; amplification of learning outcome 3, page 8

    “official sources, news and media, digital and social media, local community sources”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can store search results for future use, e.g. bookmark, add to favourites.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

  2. Judging how credible information is

    Assessed: Taught, but not assessed

    The amplification asks teachers to cover how to evaluate sources for credibility, including digital and social media, at Level 1 and Level 2, and to consider credibility at Entry Level. The assessment criteria ask learners to identify or analyse source material, so credibility checking supports the assessed work but is not itself a criterion.

    DCF: Sourcing, searching and planning digital content, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils look at a news article and a social media post on the same school issue and say which they trust more and why.
    Year 8
    Pupils check who wrote three online sources about a local planning decision, when they were published and whether they give facts or opinions, then rank them for reliability.
    Year 9
    Pupils fact check a viral claim about a Senedd decision against the official Senedd page and a news site, then write a short verdict with references.
    Show the specification wording and the DCF statements

    Where it is in the specification: Amplification of learning outcomes 2 and 3, page 8

    “How to evaluate sources of information for credibility.”
    Progression step 3

    • I can begin to reference sources used in my work, and consider if content is reliable.

    • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    Progression step 4

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

  3. Knowing online ways to have a say safely

    Assessed: Taught, but not assessed

    The amplification lists online platforms, social media, petitions and contacting representatives as ways to share views and participate, at Entry Level and at Level 1 and Level 2. Learners must give or explain ways people participate, but using online tools is only taught, and the pack notes planned limits on social media for under 16s.

    DCF: Communication, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils sort cards showing ways to have a say, such as an online petition, an email to a councillor and a school council vote, into online and offline groups.
    Year 8
    Pupils draft a polite email to their local councillor about a park issue and discuss when an email works better than a social media post.
    Year 9
    Pupils review a real online petition on the Senedd petitions site and discuss what a responsible comment would look like and what it adds to their digital footprint.
    Show the specification wording and the DCF statements

    Where it is in the specification: Amplification of learning outcomes 1 and 2, pages 7 and 8; Entry Level and Level 1 and Level 2, learning outcome 2, pages 5 and 6

    “petitions, social media, contacting an MS/Local Councillor as well as an MP”
    Progression step 3

    • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

    • I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.

    Progression step 4

    • I can act appropriately online, keeping myself safe and behaving in a responsible manner.

    • I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.

  4. Presenting a viewpoint with digital tools

    Assessed: In coursework (non-examination assessment, NEA)

    At Level 1 learners present their own viewpoint with reasons, and at Level 2 a well reasoned argument using evidence. Presenting is required, but the digital format is a choice: the pack suggests a short presentation or digital story, and slides or digital stories are listed as evidence.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make three slides giving their view on a school rule, with one image and one reason on each slide.
    Year 8
    Pupils build a short slide presentation arguing for or against votes at 16, adding a chart and a quotation and choosing a layout that suits a class audience.
    Year 9
    Pupils record a two minute digital story with narration and images explaining how a council decision affects young people, and adjust it after a partner's feedback.
    Show the specification wording and the DCF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criterion 3.2, page 6; suggested activities, page 9; sources of evidence, page 10

    “Create a short presentation or digital story explaining how democracy affects everyday life.”
    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.

  5. Using survey and vote data as evidence

    Assessed: Taught, but not assessed

    Learners make a decision based on evidence at Level 1 and on detailed analysis at Level 2. The amplification adds using evidence and data to support decisions, and suggested activities include a simple survey at Entry Level and analysing mock election results, but spreadsheets or digital data tools are not required.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils collect class votes for a form representative in an online form and read the results chart it produces.
    Year 8
    Pupils build a short online survey on a school issue, export the responses to a spreadsheet and make a bar chart of the results.
    Year 9
    Pupils run a mock election, enter the results by year group in a spreadsheet, group and compare them, and use the figures to support a recommendation.
    Show the specification wording and the DCF statements

    Where it is in the specification: Amplification of learning outcome 4, page 9; suggested activities, page 9; Level 1 and Level 2, learning outcome 4, page 6

    “Using evidence and data to support decisions”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    Progression step 4

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

    • I can perform analysis on simple data sets including grouping data as appropriate.

Good to know

Links with other qualifications

The pack names links with GCSE Social Studies and GCSE History, and the work on Senedd and council decisions, rights and civic participation also sits close to the Social Studies and History units of Foundation Humanities. The debate and argument work overlaps with spoken language and persuasive writing in GCSE English Language and Literature. Within the Skills Suite the pack suggests delivering it alongside Community participation, Equality, diversity, and inclusion, Ethical choices, Everyday law, Values for life, Fairness and inclusion in the workplace, Rights and responsibilities in the workplace, Exploring career pathways and Working in Wales.

Source: WJEC Democracy in action unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).