Skills for Life: Equality, Diversity and Inclusion
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Equality, diversity and inclusion is one 20 hour Skills for Life unit, written at Entry 1 to Level 2, that learners combine with other units into a Skills for Life, or Skills for Life and Work, Award, Certificate or Diploma. Learners explain the three terms, describe rights, responsibilities and, at Level 2, key legislation, explore individual and cultural differences, analyse the effects of discrimination and exclusion, and suggest realistic actions to challenge inequality. Digital demand is low and no criterion needs a computer. Digital work sits in recognising stereotyping and offensive language online, optional online research, digital presentations, and photo or video evidence for the portfolio.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Pecyn uned
- Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes, each with two 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, unit codes S607E1, S607E2 and S607E3.
- Level 1 and Level 2: Four learning outcomes, each with two assessment criteria at Level 1 and at Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, unit codes S607L1 and S607L2.
Y sgiliau digidol yn y cymhwyster hwn
-
Recognising discrimination, stereotyping and offensive language, including online
At Entry Level learners point out or give examples of unfair behaviour, at Level 1 they describe different forms of discrimination or exclusion, and at Level 2 they explain forms of discrimination, prejudice and exclusion with examples. The amplification names bullying and stereotyping, and the criteria are assessed, but an online setting such as offensive comments or stereotyped images in media is the teacher's choice of example.
DCF: Ymddygiad ar-lein a bwlio ar-lein, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort printed comments from a made up group chat into kind, unkind and offensive, and say which words make a comment offensive.
- Blwyddyn 8
- Pupils look at three adverts or film posters on screen, note who is shown and who is left out, and name any stereotype about age, gender or disability.
- Blwyddyn 9
- Pupils read a short news report about online abuse of a footballer, name the form of discrimination and explain its effects on the player and on people who see the posts.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.2, page 6; amplification of learning outcome 3, page 8
“identify forms of discrimination, prejudice, or exclusion (for example, bullying, stereotyping, unequal opportunities)”
Cam cynnydd 3
Rwy'n gallu adnabod iaith a allai gael ei hystyried yn ymosodol (gan gynnwys iaith hiliol, rhywiaethol, homoffobig a thrawsffobig) mewn gweithgareddau ar-lein.
Cam cynnydd 4
Rwy'n gallu nodi stereoteipiau a’u heffaith mewn amrywiaeth o gyfryngau.
Rwy'n gallu arfer ymddygiadau ar-lein iach ac adnabod ymddygiad annerbyniol.
-
Challenging unfair treatment and reporting it, including online
At Entry Level learners show or suggest ways to act fairly and include others, at Level 1 they outline actions to challenge or reduce inequality or exclusion, and at Level 2 they suggest constructive and realistic actions. These criteria are assessed. Reporting and blocking online abuse, or replying respectfully to an unkind post, are examples learners can use, but the criteria do not name an online setting.
DCF: Ymddygiad ar-lein a bwlio ar-lein, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils role play what to say when a classmate is left out of a group chat, and list two adults or tools they could use to get help.
- Blwyddyn 8
- Pupils practise the report and block steps on a mock social media screen and write a calm reply that challenges an unkind comment without making it worse.
- Blwyddyn 9
- Pupils plan a short campaign for their year group on challenging exclusion online and in school, setting out three realistic actions and who each one helps.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 and 4.2, page 6; Entry Level, learning outcome 4, page 5
“Outline appropriate actions to challenge or reduce”
Cam cynnydd 3
Rwy'n gallu arddangos ymddygiad priodol ar-lein a defnyddio ystod o strategaethau i ddiogelu fy hun ac eraill rhag peryglon posibl, bwlio ac ymddygiad amhriodol ar-lein, e.e. diffodd sylwadau ar gyfryngau digidol, rhoi gwybod am ddefnyddwyr a’u blocio.
Cam cynnydd 4
Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.
Rwy'n gallu arfer ymddygiadau ar-lein iach ac adnabod ymddygiad annerbyniol.
Rwy'n gallu nodi ffyrdd o roi gwybod am ymddygiad ar-lein annerbyniol.
-
Researching rights and equality legislation online
At Level 1 learners describe basic rights, responsibilities or rules that support equality and inclusion, and at Level 2 they describe key legislation, rights or responsibilities. The pack says learners may use digital tools to research, and suggests researching equality and diversity policies in local workplaces or community organisations, but online research itself is only suggested.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use set keywords to find three children's rights on a children's rights website and bookmark the page they used.
- Blwyddyn 8
- Pupils search for the protected characteristics in the Equality Act 2010, compare two websites and note which one is more reliable and why.
- Blwyddyn 9
- Pupils find a local employer's or council's equality policy online, summarise three of its commitments in their own words and list the web addresses they used.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 1, assessment criterion 1.2, page 6; Unit overview, page 4; Suggested activities, page 9
“may use digital tools to research, create presentations or share ideas”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Rwy'n gallu storio canlyniadau chwilio i’w defnyddio yn y dyfodol, e.e. creu nod tudalen, ychwanegu at ffefrynnau.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
-
Presenting ideas about inclusion in posters and digital presentations
An Entry Level suggested activity is to create a poster or visual showing ways to treat people fairly, and the possible sources of evidence include digital presentations or slideshows on equality, diversity and inclusion topics. These are optional ways to show the criteria, and assessors judge the content, not spelling or presentation.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a one page poster in Canva or PowerPoint showing three ways to include someone at lunchtime, with an image and a short caption for each.
- Blwyddyn 8
- Pupils build a four slide presentation on how people in their class are similar and different, choosing images that do not stereotype anyone.
- Blwyddyn 9
- Pupils create a short slideshow for a younger year group on challenging exclusion, then explain why they chose its layout, images and wording for that audience.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Suggested activities, page 9; Sources of evidence, page 10
“digital presentations or slideshows on equality, diversity, and inclusion topics”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
-
Recording evidence with photographs and video
Possible sources of evidence include photographs of learner-created posters and displays and video recordings of learners presenting or taking part in debates and discussions, alongside teacher observation records. Learners at any level can be photographed or filmed, and the files go into the portfolio referenced to the assessment criteria, but this is a choice of evidence, not a criterion.
DCF: Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils photograph their group's poster on a tablet and save it with a clear file name in a class folder.
- Blwyddyn 8
- Pupils film a partner giving a one minute talk on why including others matters, then upload the clip to the right folder in Teams or Google Classroom.
- Blwyddyn 9
- Pupils organise photos, a video clip and a written reflection into one evidence folder, naming each file after the task it shows and using version history to keep earlier drafts.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Sources of evidence, page 10; Skills for Life and Work specification, Section 4.1, pages 18 and 19
“video recordings of learners presenting or participating in debates and discussions”
Cam cynnydd 3
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Rwy'n gallu lanlwytho ffeiliau o yriant lleol i storfa ar-lein.
Cam cynnydd 4
Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
Da gwybod
- The unit codes are S607E1, S607E2, S607E3, S607L1 and S607L2, and the unit is 20 guided learning hours (Unit overview, page 3). Learners can complete it at several levels, but "only the highest level of the unit achieved will count towards the GLH" (Specification Section 2.2, page 10).
- No equipment is needed: "Assessment of this unit should not require any specific resources." (page 12), and it is designed to be delivered in "standard classroom environments" (page 10).
- Evidence does not have to be written: "evidence may be verbal, written, practical, or visual, extended written work is not required unless appropriate" (Sources of evidence, page 10). Possible sources include photographs of posters and displays, "video recordings of learners presenting or participating in debates and discussions" and "digital presentations or slideshows" (page 10), and the portfolio "is not limited to paper-based materials" (Specification Section 4.1, page 18).
- Suggested assessment tasks "are not mandatory". Teachers "may choose to use these suggestions, adapt them, or develop their own alternatives" (Specification Section 4.1, page 18).
- AI use must be acknowledged. "When properly referenced, this can be acceptable", but learners "cannot be credited for any work they produce for assessment which is not their own", and misuse includes "Failing to acknowledge use of AI tools when they have been used as a source of information." (Specification Section 4.6, page 21). Teachers must guard against "the inappropriate use of artificial intelligence tools" (Section 4.2, page 19).
- Appendix A maps this unit to Literacy, Critical thinking and problem solving, and Personal effectiveness, not to Digital Competence or Numeracy (Specification Appendix A, page 28), although the pack says it "also supports cross-curricular skills including Literacy and Digital competence" (page 4).
- The pack opens with a warning about online work: "The UK Government has announced plans to restrict social media use by children under 16" (page 2), so online examples should use mock screens or safe sites rather than learners' own accounts.
Cysylltiadau â chymwysterau eraill
The pack names GCSE Social Studies and GCSE Religious Studies as related WJEC qualifications (page 7). GCSE Social Studies covers identity, rights, responsibilities and diversity in Wales, and GCSE Religious Studies covers religious teaching on discrimination. GCSE Health and Social Care and Childcare and Foundation Health and Social Care and Childcare cover discrimination, prejudice and inclusion in care settings, VCSE Public Services covers equality, diversity and inclusion legislation, GCSE Business covers diversity and discrimination in the workplace, and Foundation Humanities covers the right to be protected from discrimination. For the digital work, stereotyping in media links with how GCSE Digital Media and Film studies representations of diverse groups. Within the Skills Suite the pack pairs this unit with Fairness and inclusion in the workplace, Community participation, Ethical choices, Everyday law, Faith and belief in the community, Healthy relationships, Teamwork, Understanding self and others and Values for life.
Ffynhonnell: WJEC Equality, diversity, and inclusion 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).