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.
Skills that use Identity, image and reputation
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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.
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).