Skills for Life: Science and Technology in Everyday Life
Science and technology in everyday life is a 20 hour Skills for Life unit, from Entry 1 to Level 2, which learners combine with other units into a Skills for Life or Skills for Work Award, Certificate or Diploma. Learners look at how technology is used for shopping, banking, communication and health services, use devices and apps to complete personal tasks, protect personal information, behave responsibly online and consider social, legal and ethical effects. Digital competence is the core of the unit: all four learning outcomes are about using technology, so the Citizenship and Interacting and collaborating strands of the DCF are met through the assessed portfolio.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- High
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes, each with assessment criteria at Entry 1, Entry 2 and Entry 3 (unit codes S623E1, S623E2 and S623E3). Evidence is compiled into 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, each with assessment criteria at Level 1 and Level 2 (unit codes S623L1 and S623L2). Evidence is compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Skills that use Health and well-being
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Completing online forms and transactions accurately and safely
Learners enter personal information into online forms and complete simple transactions, such as registering for a course or a simulated online purchase or booking. Entry 1 learners follow simple instructions to enter information, and Level 2 learners enter and check information for accuracy across multi-step forms and solve simple issues that arise. These are assessment criteria in learning outcome 2, and demo websites or test accounts can be used instead of real ones.
DCF: Identity, image and reputation, Health and well-being
Getting pupils ready
- Year 7
- Pupils fill in a Microsoft Forms club sign up form with their name, form group and a chosen activity, then check their answers on screen before pressing submit.
- Year 8
- Pupils complete a practice order on a demo shop website, checking the delivery address and basket total before they confirm, and spot the padlock that shows a secure page.
- Year 9
- Pupils complete a multi-step practice booking for a cinema trip on a demo site, check every field against a printed brief, and list which details they would refuse to give and why.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 2, assessment criterion 2.2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.2 and 2.4, page 7; amplification of LO2, page 11
“Enter and check information for accuracy when”
Progression step 3
I can understand how to protect myself from online identity theft, e.g. identifying secure sites, phishing, scam websites.
I can identify the benefits and risks of giving personal information and device access to different software.
Progression step 4
I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.
I can use strategies for guarding myself against identity theft and online scams that try to access my personal information.
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Explaining benefits and risks of everyday technology
Learners give examples of how technology is used for shopping, banking, communication and health services and of its benefits and risks, such as convenience, scams or sharing information by mistake. Entry 3 learners give examples of benefits or risks, and Level 2 learners explain benefits, describe risks and give ways to reduce them, such as strong passwords and privacy settings. This is required by the learning outcome 1 assessment criteria.
Getting pupils ready
- Year 7
- Pupils sort picture cards of phones, cash machines, apps and smart speakers into helpful and risky uses and explain one choice to a partner.
- Year 8
- Pupils keep a one day log of the technology they use at home and school and mark each use with one benefit and one risk.
- Year 9
- Pupils compare online and in-person banking in a two column table of benefits and risks, then add a way to reduce each risk, such as using a strong password.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 1, assessment criteria 1.1 and 1.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 to 1.3, page 7; amplification of LO1, pages 9 and 10
“Explain how technology can benefit everyday life.”
Progression step 3
I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.
Progression step 4
I can reflect on the role of digital media in my life and habits.
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Behaving safely and responsibly online
Learners know and follow rules for safe and responsible technology use, such as being polite in messages, not sharing others' work and thinking before posting. Entry 1 learners point out one rule, and Level 2 learners explain what responsible online behaviour looks like and the consequences of not following safe and responsible rules, such as fraud, identity theft or harm to reputation. This is required by learning outcome 3 at every level.
DCF: Online behaviour and online bullying, Health and well-being
Getting pupils ready
- Year 7
- Pupils sort example group chat messages into kind, unkind and unsafe, and rewrite one unkind message so it is polite.
- Year 8
- Pupils act out a short scenario where a friend posts a photo of them without asking, and agree what each person should do next.
- Year 9
- Pupils look at their own digital footprint by listing what they have posted in a month, then explain how one careless post could affect a job or college application.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 3, assessment criteria 3.1 and 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.2 and 3.3, page 8; amplification of LO3, page 12
“Explain the consequences of not following safe and”
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.
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 act appropriately online, keeping myself safe and behaving in a responsible manner.
I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.
I can demonstrate healthy online behaviours and identify unacceptable behaviour.
Progression step 5
I can continuously evaluate online behaviour, taking into consideration the consequences of actions; take action to minimise risk to safety and security; consider global and cultural perspectives and adapt behaviour accordingly.
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Social, legal and ethical effects of technology
Learners consider how technology affects people, communities and society, including copyright, data protection, scams and misinformation. Entry Level learners match uses of technology to good or bad effects, and Level 2 learners explain a range of social, ethical and legal effects and suggest how individuals and organisations can reduce negative impacts. This is required by learning outcome 4 at every level.
DCF: Digital rights, licensing and ownership, Health and well-being, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils discuss whether copying a picture from the internet into their homework is fair, and learn to write where the picture came from underneath it.
- Year 8
- Pupils read a short news story about an online scam and identify who was harmed, how, and what law or rule was broken.
- Year 9
- Pupils debate whether a school should use a facial recognition register, covering privacy, fairness and data protection, and write a short recommendation.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 4, assessment criteria 4.1 to 4.3, page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 to 4.3, page 8; amplification of LO4, pages 12 and 13
“Explain a range of social, ethical, and legal effects”
Progression step 3
I can understand that copying the work of others and presenting it as my own is plagiarism.
I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.
Progression step 4
I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.
I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.
Progression step 5
I can identify the key points required for creative work to be considered fair use and comply with data protection laws by exploring the legal and ethical considerations involved in using the creative work of others.
Good to know
- Each level has its own unit code: "S623E1", "S623E2", "S623E3", "S623L1" and "S623L2" (Unit overview, page 3).
- Learners need hardware: "Centres may need access to digital devices such as desktop computers, laptops or tablets" (Resources required for delivery, page 17), and assessment "should not require any additional resources to those required for delivery" (page 18).
- Evidence can be screen based or filmed: sources include "photographs or video clips of learners using digital tools or completing online tasks" and "completed online forms or transactions (printed or screenshots)" (Sources of evidence, page 15). The portfolio "is not limited to paper-based materials" (Skills for Life and Work specification, Section 4.1, page 18).
- Transactions can be simulated: the pack suggests "completing simulated online transactions or bookings" using demo websites, test accounts or screenshots (Amplification of LO2, page 11), so learners do not need to spend real money or use real accounts.
- Written work is kept light: "extended written work is not required unless appropriate" and judgements should not focus "on spelling or presentation unless specifically assessed" (Sources of evidence, page 15).
- AI tools can be used only if acknowledged; learners "risk committing malpractice if AI is misused", and misuse includes "Failing to acknowledge use of AI tools when they have been used as a source of information" (Skills for Life and Work specification, Section 4.6, page 21).
- Suggested assessment tasks in the pack "are not mandatory"; teachers may use, adapt or replace them (Skills for Life and Work specification, Section 4.1, page 18).
- The pack warns that planned UK restrictions on social media use by children under 16 "may impact some of our qualifications" (page 2), which matters for any task that uses social media.
Links with other qualifications
The pack names GCSE Digital Technology and the Foundation qualification in Digital Technology as related qualifications, and the unit's work on protecting personal data, responsible online behaviour, copyright and the legal and ethical effects of technology overlaps with the same themes in GCSE Computer Science. Within the Skills Suite the pack suggests delivering it alongside Online safety, Financial literacy, Digital film and media, Sustainability in action, Business finance and Using IT in the workplace; online banking and shopping tasks also give context for Financial literacy, and the device recycling scenario links to Sustainability in action.
Source: WJEC Science and technology in everyday life 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).