DCF Cymru Digital competence for Wales

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Skills for Life: Sustainability In Action

Sustainability in action is a 20 hour Skills for Life unit, one of many units learners combine into a Skills for Life or Skills for Work Award, Certificate or Diploma. Learners find out what sustainability means, why society should act sustainably, and how it is approached locally, in Wales through the Well-being of Future Generations (Wales) Act 2015 and in other countries. They then plan and carry out sustainable actions at home, school or college and keep a record. Digital demand is low: no criterion needs a computer, but the record, the research on Wales and other countries and a presentation of case studies are natural places for logs, charts, searching and slides.

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. 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. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

The digital skills in this qualification

  1. Keeping a record of sustainable actions over time

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

    At Level 1 learners carry out their action plan and keep a record, and at Level 2 they keep a detailed record. The record is required by the assessment criteria but need not be digital; the amplification suggests a log, diary, photos or charts, so a spreadsheet log with a simple chart is one good route.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils keep a one week tally of lights left on in their classroom and type the daily totals into a table in Word.
    Year 8
    Pupils log the weight of the class recycling bin each day for two weeks in Excel and use SUM and AVERAGE to compare the weeks.
    Year 9
    Pupils set up a spreadsheet log for a personal action, such as shorter showers, add a chart of their weekly totals and use it to describe the change over a month.
    Show the specification wording and the DCF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 4, assessment criteria 4.3, page 6; amplification of learning outcome 4, page 9

    “keeping a record (e.g. log, diary, photos, or charts)”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    Progression step 4

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

    • I can perform analysis on simple data sets including grouping data as appropriate.

  2. Finding out how Wales and other countries approach sustainability

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

    From Entry 1, where learners find one sustainable activity from another country, to Level 2, where they explain how Wales and two contrasting countries approach sustainability, learners need information from beyond the classroom. The criteria require the knowledge, not online searching, but the resources list points to websites such as the Future Generations Commissioner for Wales and the UN Sustainable Development Goals.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils search a teacher chosen website for one recycling scheme in another country and copy the web address under their notes.
    Year 8
    Pupils use keyword searches to find two Welsh sustainability projects and record each source with a comment on whether it is reliable.
    Year 9
    Pupils compare how two contrasting countries tackle renewable energy using at least three sources, judging which sources are most reliable and referencing them.
    Show the specification wording and the DCF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criteria 3.1 to 3.3, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 to 3.4, page 6; resources, page 12

    “Give examples of how Wales and its citizens are”
    Progression step 3

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

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

    Progression step 4

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

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

  3. Planning sustainable actions

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

    At Entry 3 learners suggest an action plan, and at Level 1 and Level 2 they create one, which the amplification says should have clear, achievable goals and a realistic timescale. The plan is required by the assessment criteria; a digital plan, such as a table with columns for action, when, who and how, is suggested rather than required.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils fill in a ready made digital table with three actions to save energy at school and who will do each one.
    Year 8
    Pupils build their own plan in a word processed table with action, when, who and how columns for a class litter pick.
    Year 9
    Pupils choose a planning tool, such as a Gantt style spreadsheet or an online checklist, to plan a month long home sustainability project with dates and targets.
    Show the specification wording and the DCF statements

    Where it is in the specification: Entry Level, learning outcome 4, assessment criterion 4.2, page 5; Level 1 and Level 2, learning outcome 4, assessment criterion 4.2, page 6; suggested activities, page 10

    “Create an action plan to act more sustainably.”
    Progression step 3

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

    Progression step 4

    • I can select and effectively use a variety of planning techniques.

  4. Presenting sustainability case studies

    Assessed: Taught, but not assessed

    Learners may show what they know about sustainability projects through a slide presentation with notes and pictures, at any level. This is one possible source of evidence, not a requirement, so the digital presentation itself is taught rather than assessed.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make three slides with a photo and a caption about a local community garden.
    Year 8
    Pupils create a short presentation on a Welsh recycling campaign, adding speaker notes and choosing images that suit their audience.
    Year 9
    Pupils produce a presentation comparing a local and an international project, then improve it after peer feedback on layout and clarity.
    Show the specification wording and the DCF statements

    Where it is in the specification: Sources of evidence, page 11

    “presentation using PowerPoint or a similar tool for notes and pictures to show case”
    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 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 suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

Good to know

Links with other qualifications

The pack names GCSE Geography as a linked WJEC qualification, and its work on climate change, biodiversity and how Wales and other countries manage resources overlaps directly with this unit. Within the Skills Suite, the pack suggests delivering it alongside Community participation, Home management and maintenance, Practical gardening, Skills in the natural environment and Sustainable economic development, which share planning and carrying out sustainable activities and reflecting on their impact.

Source: WJEC Sustainability in action 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).