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 Online behaviour and online bullying
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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: Online behaviour and online bullying, Health and well-being
Getting pupils ready
- Year 7
- Pupils sort printed comments from a made up group chat into kind, unkind and offensive, and say which words make a comment offensive.
- Year 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.
- Year 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.
Show the specification wording and the DCF statements
Where it is in the specification: 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)”
Progression step 3
I can recognise language that could be deemed to be offensive (including racist, sexist, homophobic and transphobic language) in online activities.
Progression step 4
I can identify stereotypes and their impact in a range of media.
I can demonstrate healthy online behaviours and identify unacceptable behaviour.
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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: Online behaviour and online bullying, Health and well-being
Getting pupils ready
- Year 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.
- Year 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.
- Year 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.
Show the specification wording and the DCF statements
Where it is in the specification: 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”
Progression step 3
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 demonstrate healthy online behaviours and identify unacceptable behaviour.
I can identify ways of reporting unacceptable online behaviour.
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).