Skills for Life: Values for Life
Values for Life is a Skills for Life unit in which learners identify their personal values, describe values held in society, compare their values with those of others, and explain how values guide decisions and ethical choices in a changing world. 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, although Appendix A maps the unit to Digital Competence. Digital work sits in suggested research and presentations, and in discussing how media, social media and AI shape values.
- 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 personal values and why they matter, values held by society and their purpose, differences between personal values and those of others, and how values help guide decisions and behaviour. 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 how personal values shape actions and decisions, the role of societal and cultural values in shaping behaviour, similarities and differences between personal values and those of others, and how values act as a moral compass in a changing world. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Skills that use Collaboration
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Creating slides, posters and a code of conduct digitally
Suggested tasks include a values shield or poster at Entry Level and, at Level 1 and Level 2, presenting research findings and designing a workplace code of conduct as a group project. Possible evidence includes group presentation slides and video of role-plays. Learners can make these with presentation or design software and shared documents, but any format is acceptable and none is required by a criterion.
DCF: Creating digital content, Collaboration, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils design a digital values shield with four sections, adding text and images for things that matter to them at home and school.
- Year 8
- Pupils make a three slide presentation on one value, such as fairness, with a photo, a definition and an example from school life.
- Year 9
- Pupils co-write a class code of conduct in a shared online document, each editing one section and using comments to agree the final wording.
Show the specification wording and the DCF statements
Where it is in the specification: Suggested activities, pages 9 and 10; sources of evidence, page 11
“Group presentation slides or notes showing learner contributions.”
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 work with others to create an online collaborative project for a specific purpose, sharing and appropriately setting permissions for other group members, e.g. editing, commenting, viewing.
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 independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g. making use of online technology to share and present ideas to others.
Good to know
- The unit codes are S628E1, S628E2, S628E3, S628L1 and S628L2, 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 14), and delivery uses "standard classroom environments" (Resources required for delivery, page 12).
- Evidence can be digital: possible sources include "Audio recordings of learner discussions, reflections, or explanations" and "Video evidence of role-plays, group tasks, or workplace scenario discussions" (Sources of evidence, page 11). The portfolio "is not limited to paper-based materials" (Skills for Life and Work specification, section 4.1, page 18).
- Digital Competence is mapped but optional: the overview links it to "researching and presenting digital materials related to personal and societal values" (Unit overview, page 4), and Appendix A of the specification ticks Digital Competence for this unit (page 28), yet no assessment criterion requires technology.
- 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).
- 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 Religious Studies and GCSE Social Studies, along with AS and A level Sociology, as linked WJEC qualifications; both GCSEs explore beliefs, values and how society shapes behaviour. The work on technology, social media and AI reshaping values links with GCSE Digital Technology, which covers the impact of digital technology on society, and the role of media in shaping values links with GCSE Digital Media and Film. The suggested visits to public services such as a fire station fit VCSE Public Services. Within the Skills Suite the pack names closely related units including Ethical choices, Democracy in action, Everyday law, Faith and belief in the community, Equality, diversity and inclusion, Understanding self and others, and Fairness and inclusion in the workplace.
Source: WJEC Values for 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).