Skills for Life: Understanding Self and Others
Understanding Self and Others is a Skills for Life unit in which learners recognise and talk about emotions, describe their identity and what shapes it, notice similarities and differences with others, and practise communication, empathy and conflict resolution. It is one 20 hour unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Digital demand is low: no assessment criterion needs technology and Appendix A does not map the unit to Digital Competence. Digital work sits in optional areas such as stereotypes in media, online communication and conflict, and recorded or photographed evidence.
- 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 covering awareness of personal feelings and emotions, aspects of their own identity, similarities and differences with others, and ways to build positive relationships and interact socially. 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 covering self-awareness and emotional intelligence, personal identity and the factors that shape it, similarities and differences between individuals and groups, and interpersonal skills that support healthy relationships. 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
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Spotting stereotypes and assumptions, including in media
Entry 3 learners suggest differences respectfully and without judgement, Level 1 learners describe why diversity is important, and Level 2 learners analyse how stereotypes or assumptions may affect interactions. The criteria are required but do not mention media or online content, so using adverts, social media posts or offensive language online as examples is a teacher choice. The pack's own example is assuming someone is not good with technology because of their age.
DCF: Online behaviour and online bullying, Health and well-being
Getting pupils ready
- Year 7
- Pupils sort a set of printed magazine and web adverts by who they show doing jobs and hobbies, and circle one advert that repeats a gender stereotype.
- Year 8
- Pupils collect three screenshots of online adverts or video thumbnails, label the stereotype each one uses and suggest who might feel left out by it.
- Year 9
- Pupils analyse a short online video or news article that makes an assumption about age, gender or culture, and write a paragraph on how that assumption could affect the way people treat each other.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level, learning outcome 3, assessment criterion E3 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.2, page 6; amplification, page 8
“challenging stereotypes and bias in everyday situations”
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.
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Choosing how to communicate and showing empathy
Level 1 learners demonstrate effective communication in a group or pair activity and Level 2 learners apply communication and empathy in a range of social situations, using verbal and non-verbal skills. The criteria are required, but the pack describes face to face situations only. Comparing face to face, phone and online messages, where tone and body language are lost, is an optional extension.
DCF: Communication, Online behaviour and online bullying, Health and well-being
Getting pupils ready
- Year 7
- Pupils read the same message, such as 'fine, whatever', as a text and then say it aloud in different tones, and discuss how the reader could misread the text version.
- Year 8
- Pupils sort scenarios such as telling a friend bad news or arranging a meeting into face to face, phone call or group chat, and give one reason for each choice.
- Year 9
- Pupils rewrite an unkind group chat reply so it shows empathy, then role-play the same conversation face to face and compare which non-verbal cues were missing online.
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, page 6; amplification, page 9
“Practising empathy and active listening in varied social contexts.”
Progression step 3
I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.
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.
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Handling conflict, exclusion and boundaries
Level 1 learners outline strategies for resolving simple conflicts or misunderstandings and Level 2 learners use appropriate strategies to manage conflict and maintain positive relationships. The pack's examples, such as being left out of a group conversation, are face to face, but the same strategies apply to group chats and online fall outs, and the Anti-Bullying Alliance is listed as a resource. Online conflict is not required.
DCF: Online behaviour and online bullying, Health and well-being
Getting pupils ready
- Year 7
- Pupils read a short story about a pupil left out of a class group chat and list three things the others could do to include them.
- Year 8
- Pupils role-play a disagreement over roles in a group task, then plan how the same argument could be calmed down if it started in a group chat, including when to mute, leave or report.
- Year 9
- Pupils use a conflict resolution model to write a step by step plan for an online fall out between friends, including the school and platform reporting routes and how to keep a healthy boundary.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 4, assessment criteria 4.2, page 6; amplification, page 9; resources, page 11
“Using strategies for resolving conflict and managing disagreements”
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 identify ways of reporting unacceptable online behaviour.
I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.
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Exploring identity, including how people present themselves online
Level 1 learners describe aspects of their identity, including values and influences, and Level 2 learners analyse how personal, social and cultural factors influence identity and reflect on how it has developed over time. These criteria are required but are not digital. Discussing how social media and online profiles shape and show identity is one optional way in, and the pack notes possible UK limits on social media use by under 16s.
DCF: Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils make a paper identity map of the groups they belong to, such as family, school, clubs and games, and mark which ones they also belong to online.
- Year 8
- Pupils compare a made-up teenager's real-life interests with their invented online profile and discuss why people may present themselves differently online.
- Year 9
- Pupils write a short reflection on how their interests and identity have changed since primary school, including what their digital footprint from that time would show and how they would want to present themselves now.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 6; amplification, page 8; contents, page 2
“considering how identity can change over time”
Progression step 3
I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.
Progression step 4
I can discuss the benefits and risks of presenting myself in different ways online.
I can understand that I have a digital footprint and that this information can be searched, copied and passed on.
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Recording reflections and evidence digitally
Learners at all levels can build their portfolio from reflective journals, identity boards, photographs and recorded or video evidence of interpersonal skills. These are suggested sources of evidence only; evidence may be verbal, written, practical or visual and no digital format is required. Where learners keep a digital journal or profile, they create content, organise files and choose what is appropriate to share.
DCF: Creating digital content, Storing and sharing
Getting pupils ready
- Year 7
- Pupils make a one page 'All About Me' slide with text and their own images, and save it in a named folder.
- Year 8
- Pupils keep a weekly digital feelings journal in a shared document, adding a photo or emoji scale to each entry and filing entries by date.
- Year 9
- Pupils record a short video or audio reflection on a group task, trim it, and add it with a written caption to a digital portfolio page.
Show the specification wording and the DCF statements
Where it is in the specification: Suggested activities, pages 9 and 10; sources of evidence, page 10
“recorded or video evidence of learners demonstrating interpersonal skills”
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 manage files and folders locally or online, e.g. move files to a folder.
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.
Good to know
- The unit codes are S627E1, S627E2, S627E3, S627L1 and S627L2, and the overview lists "GLH 20" (Unit overview, page 3).
- No special equipment is needed: "Assessment of this unit should not require any specific resources" (Resources required for assessment, page 12), and delivery uses "standard classroom environments" (Resources required for delivery, page 11).
- Evidence can be digital: possible sources include "recorded or video evidence of learners demonstrating interpersonal skills" and "photographs of learners engaging in collaborative activities or projects" (Sources of evidence, page 10). The portfolio "is not limited to paper-based materials" (Skills for Life and Work specification, section 4.1, page 18).
- Suggested assessment tasks "are not mandatory", and teachers may adapt them or devise their own (Skills for Life and Work specification, section 4.1, page 18).
- AI tools may be used only if acknowledged: when properly referenced AI use "can be acceptable", but "Failing to acknowledge use of AI tools when they have been used as a source of information" counts as malpractice (Skills for Life and Work specification, section 4.6, page 21).
- The pack says the unit develops "the integral skills of Creativity, Critical thinking, Personal effectiveness and Planning" (Unit overview, page 4), and Appendix A of the specification ticks Creativity and innovation and Critical thinking and problem solving for this unit, not Digital Competence (Skills for Life and Work specification, Appendix A, page 28).
- WJEC flags that "The UK Government has announced plans to restrict social media use by children under 16", which may affect its qualifications (Contents, page 2), so check for updates before planning tasks about social media.
Links with other qualifications
The pack names GCSE Social Studies as a linked WJEC qualification, along with AS and A level Psychology, and the work on identity, diversity and stereotypes fits Social Studies closely. Communication, empathy and how relationships affect well-being also link with GCSE Health and Social Care and Childcare and GCSE Physical Education and Health, and role-play of social situations links with GCSE Drama. Stereotypes in media connect with representation in GCSE Digital Media and Film. Within the Skills Suite the pack names Values for life, Ethical choices, Looking after others, Teamwork, Equality, diversity and inclusion, and Personal development planning as closely related units, and Online safety covers online conflict and reporting in more depth.
Source: WJEC Understanding self and others 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).