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 Online behaviour and online bullying
-
Discussing how technology, social media and AI challenge values
Level 1 and Level 2 amplification asks teachers to explore challenges to values in modern contexts, including technology, and a suggested activity examines how social media, AI and sustainability reshape values at work. This supports criteria such as evaluating how societal values influence behaviour in a changing world, but the technology focus itself is a teacher choice and is not named in any criterion.
DCF: Health and well-being, Online behaviour and online bullying, Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils list ways technology helps and harms values such as honesty and kindness, for example video calls with family and anonymous unkind comments, in a two column table.
- Year 8
- Pupils discuss whether using an AI chatbot for homework without saying so is honest, and write a class rule for acknowledging AI help.
- Year 9
- Pupils investigate a news story about an employee disciplined over social media posts and explain which workplace values were broken and how a digital footprint can affect employment.
Show the specification wording and the DCF statements
Where it is in the specification: Level 1 and Level 2, learning outcomes 2 and 4, assessment criteria 2.2 and 4.2, page 6; amplification, page 9; suggested activities, page 10
“Examine how technological or societal change (such as social media, AI, sustainability) challenges or reshapes values in employment contexts.”
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.
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 build a positive reputation in the context of employment prospects, e.g. use social media responsibly.
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).