Skills for Life: Equality, Diversity and Inclusion
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.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Low
How this unit is assessed
- 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.
Skills that use Evaluating and improving digital content
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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: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 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.
- Year 8
- Pupils build a four slide presentation on how people in their class are similar and different, choosing images that do not stereotype anyone.
- Year 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.
Show the specification wording and the DCF statements
Where it is in the specification: Suggested activities, page 9; Sources of evidence, page 10
“digital presentations or slideshows on equality, diversity, and inclusion topics”
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 use software tools to enhance the outcomes for specific audiences.
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 justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
Good to know
- 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.
Links with other qualifications
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.
Source: 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).