Skills for Life: Ethical Choices
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Ethical choices 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 recognise ethical dilemmas, find out who can help, weigh up values, viewpoints and consequences, and make and justify a decision in everyday and work scenarios. Digital demand is low because no criterion needs a computer. Digital work sits in dilemmas about online behaviour and private information, decision flowcharts and consequence maps, online research, and recorded or presented digital evidence.
- 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 S608E1, S608E2 and S608E3.
- 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 S608L1 and S608L2.
Sgiliau sy'n defnyddio Datrys problemau a modelu
-
Mapping decisions and consequences in flowcharts and diagrams
Learners must describe consequences of at least two actions at Level 1, and assess short-term and long-term consequences and evaluate their impact at Level 2. Suggested activities include a decision-making flowchart of possible actions and outcomes and a consequence map of one dishonest action, and decision-making flowcharts or diagrams are listed as evidence. The consequences are assessed, but drawing them as a digital diagram is only suggested.
DCF: Datrys problemau a modelu, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils put cards showing a choice, two possible actions and their results into the right order to make a simple flowchart in PowerPoint.
- Blwyddyn 8
- Pupils draw a decision flowchart in PowerPoint or draw.io for finding a lost phone, with yes or no decision boxes and an outcome at the end of each path.
- Blwyddyn 9
- Pupils build a consequence map in a digital diagram tool showing how one dishonest action spreads to friends, family and the wider community, separating short and long term effects.
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; Suggested activities, page 9; Sources of evidence, page 10
“create a decision-making flowchart outlining possible actions and outcomes”
Cam cynnydd 3
Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.
Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.
Cam cynnydd 4
Rwy'n gallu creu model syml neu algorithm annibynnol.
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
Da gwybod
- The unit codes are S608E1, S608E2, S608E3, S608L1 and S608L2, 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 11).
- 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 "learner reflective journals (written, audio, or video)", "video recordings of role-plays, discussions, or presentations" and "decision-making flowcharts or diagrams created by learners" (page 10).
- 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, Digital Competence, Critical thinking and problem solving, and Planning and organisation (Specification Appendix A, page 28), and the pack says "Digital competence may be developed" through online research and digital evidence (page 4), so the digital work is real but optional.
- 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 dilemmas should use made up scenarios rather than learners' own accounts.
Cysylltiadau â chymwysterau eraill
The pack names GCSE Religious Studies as a related WJEC qualification (page 7), which covers religious and non-religious ethical and moral issues in much more depth. GCSE Business covers ethical issues and the impact of unethical decisions on a business, and VCSE Public Services covers codes of ethics and making responsible and ethical decisions. For the digital work, online dilemmas and private information link with GCSE Digital Technology, which considers ethical and moral dilemmas linked to technology and digital footprints, and with the legal, social and ethical impacts in GCSE Computer Science. Foundation Humanities covers how different views shape moral and ethical thinking. Within the Skills Suite the pack pairs this unit with Community participation, Democracy in action, Equality, diversity and inclusion, Everyday law, Faith and belief in the community, Healthy relationships, Teamwork, Understanding self and others, Values for life and Fairness and inclusion in the workplace.
Ffynhonnell: WJEC Ethical choices 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).