DCF Cymru Digital competence for Wales

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Skills for Life: Everyday Law

Everyday law is a 20 hour Skills for Life unit about how the law touches daily life: legal terms such as contract and consent, rights and responsibilities at home, work, in housing and as a consumer, where to get legal help, and the consequences of keeping or breaking the law. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Digital demand is low. The only required digital link is judging the reliability of advice sources, which in practice includes websites; online research, flowcharts and screenshots of support services are suggested, not required.

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): Four learning outcomes (common legal terms, rights and responsibilities, where to get help, situations where the law applies), 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.
  • Level 1 and Level 2: Four learning outcomes (legal concepts and terms, rights and responsibilities, accessing legal advice, how the law affects situations and decisions), each with two 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.

Skills that use Sourcing, searching and planning digital content

  1. Judging the reliability of online sources of legal advice

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

    At Level 1 learners identify sources of legal help and describe what each offers, and at Level 2 they compare sources of legal advice for purpose, reliability and accessibility and justify which suits a given problem. The criteria do not say the sources must be online, but the suggested activity compares websites, charities and services, and screenshots of support services reviewed are a listed source of evidence.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils look at two websites about returning faulty goods, one from Citizens Advice and one from an unknown blog, and tick a checklist of who wrote it, when and why.
    Year 8
    Pupils search for help with a problem such as a broken phone contract using two different sets of keywords, bookmark three useful pages and note which organisation runs each one.
    Year 9
    Pupils compare three online sources of advice on a tenancy problem in a table for purpose, reliability, cost and ease of access, then write two sentences justifying which they would recommend.
    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 7; amplification LO3, page 9; suggested activities, page 10

    “Compare different sources of legal advice in terms of purpose, reliability, and accessibility”
    Progression step 3

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

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

    Progression step 4

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

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

    Progression step 5

    • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

  2. Researching a law that affects daily life and presenting it

    Assessed: Taught, but not assessed

    Level 1 and Level 2 learners can research a real example of a law affecting daily life and present findings to the group, and evidence may include research findings, short presentations and evidence of online research. This is a suggested activity only; the assessment criteria can be met through discussion, role-play or written work.

    DCF: Sourcing, searching and planning digital content, Creating digital content, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils find three facts about a school or road safety rule on a website and put them on a two slide presentation with a picture and the web address of each source.
    Year 8
    Pupils plan a four slide presentation about the age rules for buying an item such as a knife or energy drink, then build it with headings, images and a list of sources.
    Year 9
    Pupils research a law such as the right to a refund for faulty goods, create a short presentation explaining what it means for a shopper, and present it to the class with sources listed on the last slide.
    Show the specification wording and the DCF statements

    Where it is in the specification: Suggested activities, page 10; sources of evidence, page 11

    “Research a real-life example of a law affecting daily life and present findings to the group”
    Progression step 3

    • I can independently create and plan work before beginning a digital task.

    • 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 cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

    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 select and effectively use a variety of planning techniques.

Good to know

Links with other qualifications

The pack names GCSE Social Studies and GCSE Religious Studies as related WJEC qualifications, and both explore rights, responsibilities and fairness in society. Consumer rights also appear in GCSE Business and in the VCSE and Foundation Retail and Customer Service, which cover the Consumer Rights Act 2015, while VCSE and Foundation Public Services cover criminal justice services such as the police and courts. Closely related Skills Suite units named in the pack are Community participation, Democracy in action, Looking after others, Financial literacy, Home management and maintenance, Online safety, Equality, diversity and inclusion, Ethical choices, Values for life, Rights and responsibilities in the workplace, and Fairness and inclusion in the workplace.

Source: WJEC Everyday law 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).